CAC NEWS

A collaborative partnership of

school districts, staff, students, parents/families,

and community agencies

Supporting Equitable Learning, Programs and Access

for ALL students.

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.

CAC Meeting

Monday, May 5, 2025

4:00pm - 6:00pm

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

To receive Meeting Notices Click Here.

Please welcome our newly elected Executive Board:

Amanda Alfred, Chair

Lee Ann Holland, Vice Chair

Jasmine Duron, Membership Secretary

Ashley Pope, Treasurer

Denise Benic, Parliamentarian

Flavia Seawright, Public Information Officer

Vacant, Secretary

Do you know a teacher, student, parent, paraeducator or specialist who has gone above and beyond to in serving Special Education student(s) and/or families? Nominate them for a Ventura County SELPA Commendation. Use the application provided below.

Join us for an inspiring and informative conference dedicated to to parents, caregivers and professionals who are passionate about supporting children and youth with emotional challenges.

As individuals each of us are highly complex, culturally diverse, with deeply held values and personal passions. How do we, as students, educators, and parents, both welcome and celebrate cultural ways of knowing, identity development, and acceptance across multiple identities, within
our educational settings.

Registrants: This year there are two sessions with five workshop options each. You are able to choose the workshops you would like to attend during the registration process. Please be sure to complete that portion of your registration as you will be assigned according to your choices. Each session has limited space.

Tuesday, March 6, 2025

9:00AM - 3:00PM

VCOE Conference & Educational Services Ctr.

5100 Adolfo Rd, Camarillo 93012

Conference Rooms: Salon A, B, C

This workshop is FREE. There is no cost to attend this event, however registration is required.Please CLICK HERE to register

Parents and guardians, students, educators, support personnel, and community members are invited to join us in Camarillo for this free in person event, which is going to include:

• Diversity, Equity & Inclusion workshops in English and Spanish
• Sessions for educators, parents & community members
• Complimentary refreshments
• Language interpretation provided

📆 Tuesday, March 11, 2025

⏰ Time: 4:00pm - 7:30pm

💲**FREE EVENT & REFRESHMENTS WILL BE PROVIDED

(IN-PERSON)

VCOE Conference & Educational Services Center, 5100 Adolfo Road, Camarillo, CA 93012

No Cost In-Person Training

6:00PM- 7:30PM

Tri-Counties Regional Center - OXNARD

2401 E. Gonzales Road #100

Oxnard, CA 93036

This session will offer information on transition to adult life through the IEP process. Participants are encouraged to bring a copy of their most recent IEP and learn more about the process of moving towards adulthood.

FREE Workshop in English and Spanish.

To Register, please click HERE.

Celebrating Success: Navigating the Busy End-of-Year School Calendar

The end of the school year can be a time of celebration and excitement, but it can also bring unique challenges for children with autism. From graduations and dances to parties and other social events, these activities can overwhelm children, disrupt routines, and cause anxiety for both parents and kids. This workshop is designed to equip parents and caregivers with the tools, strategies, and insights needed to help their children navigate the end-of-year events with confidence and ease.

📆 April 30, 2025

⏰ 6:00PM - 7:30PM

👩🏻‍💻 Zoom link will be emailed the day prior.

Who can attend:

A workshop for Parents, Caregivers, Community Agency Members, and School Staff.

🌐 To attend virtual presentation, please register here on this link.

💲 FREE Workshop. There is no cost.

ENGLISH:

Michele Harding, Program Specialist - Ventura County Office of Education

Julie Affronti, Behavior Specialist - Ventura County Office of Education

Shayna Stern-Tolkmitt, School Psychologist - Oxnard Union High School District

SPANISH:

Maria Isabel Garcia-Thomas, School Counselor - Oxnard School District

National Association of Councils on Developmental Disabilities (NACDD) Mission:

NACDD’s mission is to work with State Councils on Developmental Disabilities (SCDD) to empower people with developmental disabilities, their families, and allies to build welcoming and supportive communities through policy and practice ensuring that people with DD can live a self-directed life in the community.

Every March, the National Association of Councils on Developmental Disabilities (NACDD) and its partners collaborate to lead Developmental Disabilities Awareness Month (DDAM). The annual campaign highlights how people with and without disabilities come together to form strong communities.

NACDD’s 2025 theme, We’re Here All Year, emphasizing that community, accessibility, and opportunities for people with developmental disabilities should be recognized and championed every day—not just in March.

Please tag NCSDD in your posts:

Hashtags: #WeReHereAllYear #DDAwareness #InvolveUs #NACDDGallery

This month reminds us that individuals with developmental disabilities are valuable members of our communities and deserve full participation in all aspects of life, including education, employment, recreation, and civic engagement.

The campaign seeks to raise awareness about the inclusion of people with developmental disabilities in all facets of community life, as well as awareness of the barriers that people with disabilities still sometimes face in connecting to the communities in which they live.

Over 5 million Americans are estimated to have a developmental disability

According to the DD Act, the term developmental disability means a severe, chronic disability that occurs before an individual is 22 that is likely to continue indefinitely, and results in substantial functional limitations in three or more of the following areas of major life activity:

• self-care
• receptive and expressive language
• learning
• mobility
• self-direction
• capacity for independent living
• economic self-sufficiency

These impairments require the individual to sustain lifelong or extended supports or assistance. Diagnosed conditions may include autism, Down syndrome, cerebral palsy, or spina bifida.

Public education for all is a cornerstone of our democracy and is the mechanism by which this nation prepares all students to pursue the benefits of freedom and to exercise fully their rights and responsibilities. The U.S. Department of Education has played a critical role in ensuring access, equity,​ inclusion,​ and opportunity for all students — including students with disabilities — through their oversight, guidance, monitoring, and technical assistance. Research shows that students with significant disabilities can be fully included in classrooms with qualified staff​, ​peer supports​, and appropriate accommodations.​

The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities not only have the right to attend public schools, but receive a free and appropriate public education​ (FAPE)​, have access to the general education curriculum, and receive a meaningful education in the least restrictive environment ​(LRE) ​that prepares them for postsecondary education or a career. Similarly, the Every Student Succeeds Act (ESSA) (formerly known as the Elementary and Secondary Education Act (ESEA)), recognizes that our education system must ensure that all children have access to a high quality, standards-based education​, and holds schools accountable for the progress of all students, ​​including students with disabilities. ​​

What does the campaign Spread The Word stand for?

• People with intellectual disabilities (ID) still face exclusion, social isolation, and social abuse in schools, workplaces, and communities. This prevents us from building truly inclusive societal structures, where we can learn and grow together.

• To drive change and help create a more inclusive society, Spread the Word to End the Word was founded in 2009 by college students Soeren Palumbo (Notre Dame 2011) and Tim Shriver (Yale 2011).
  

• The campaign Spread the Word–as part of Special Olympics and supported by Best Buddies and our partners –is aimed at showcasing the impact of inclusive language and actions so that the discrimination of people with intellectual disabilities can come to an end.
  

• Spread the Word is led and continuously re-imagined by our youth activists. Their efforts are designed to rally schools, organizations, and communities to commit to the inclusion and acceptance of people with intellectual and developmental disabilities. How has the mission statement behind this campaign evolved in the past years? The campaign started by focusing on ending the R-Word. The campaign worked so well, in 2019 Spread the Word felt the need to change focus to be on inclusive action. After four years, we unfortunately saw an increase in the use of the R-Word again and refocused efforts on derogatory language. However, every school and every community is unique. This year, Spread the word is customizable. Tailor the Spread the Word campaign to your needs. Choose to talk about the R-Word, bullying, or inclusive action.
  

R-Word

In 2009, Spread the Word was created to end the R-Word which is the most common phrase used to demean, insult, and discriminate against people with disabilities, and it has an extremely negative effect on social and self-esteem of people it’s used against. Take a stance against this word and help teach others the negative effects.

Bullying

Recently, the United Nations reported that 1 in 3 students worldwide reported being a victim of bullying in some capacity. Uniquely, bullying is universal, but that doesn’t mean bullying is equal for all groups. Help to stand up against bullying and make school a better place for all.

Inclusive Action

Inclusion is less of an idea and more of an action. For students and people with intellectual disabilities, inclusive environments are key to feeling socially accepted, and social acceptance is key to the mental and physical well-being of all, intellectual disability or not.When does the 2025 activation take place?

In 2025, the annual day of awareness is held on March 5. While most activities are centered on or near that awareness day in March, people everywhere are encouraged to spread the word throughout their communities and schools throughout the year through pledge drives, youth rallies and online activation.

The theme is the message that we are asking supporters to share on and around:

We call on all Governments to Improve Our Support Systems.

Everyone needs support sometimes.

• People with Down syndrome need support to live and be included in the community, like everyone else.
  

• Families also need support, as they are often supporting their family member with Down syndrome.
  

• Support is a key human right that helps make other rights possible.

• The support that we need is different for each person.
  

• We have the right to support that meets our needs and gives us choice, control and dignity.
  

What Is Down Syndrome:

• Down syndrome (or Trisomy 21) is a condition in which a person has an extra chromosome.
  

• Most people have 23 pairs of chromosomes – 46 in total.
  

• People with Down syndrome have an extra chromosome added onto the 21st pair – 47 in total.
  

• Chromosomes act like an instruction manual that defines how our bodies look and how they work.
  

• People who have Down syndrome usually have an intellectual disability. This is different in each person.
  

• Some health conditions are more common in people with Down syndrome.
  

• Around 1 in every 800 babies will be born with Down syndrome.
  

• Down syndrome occurs naturally – there is no known cause.
  

Share your message on social media using the hashtag #ImproveOurSupportSystems

March is Cerebral Palsy Awareness Month, and we’re calling on you to take action! With 1 in 345 children diagnosed with CP and millions of people living with CP worldwide, we need your help to spread awareness, support critical research, and advocate for a more inclusive world.

Here are five powerful ways you can make a difference this month and the tools to help you get started!

1. Spread Awareness

2. Become a Changemaker

3. Call Your Representative

4. Host Your Own Celebration

5. Wear Your Support

Cerebral palsy is a physical disability that’s an umbrella term referring to a group of disorders affecting a person’s ability to move.

ce•re•bral / of the brain

pal•sy / lack of muscle control

Cerebral palsy is due to damage to the developing brain during pregnancy​, birth, or shortly after birth.

Cerebral palsy affects people in different ways and can affect body movement, muscle control, muscle coordination, muscle tone, reflex, posture, and balance. This disability is a lifelong condition, and it’s different for everybody.

While the brain injury that causes it doesn’t change over time, the wear and tear of living with cerebral palsy often means that people with CP experience age-related changes, like increased muscle weakness and decreased balance, much earlier than people without CP.

People who have cerebral palsy may also have visual, learning, hearing, speech, epilepsy, and/or intellectual impairments.

💡Did You Know? A baby is born with cerebral palsy every hour!

Cerebral palsy is the most common lifelong physical disability.

- 1 million people ARE LIVING WITH CP IN US

- 18 million people WORLDWIDE

Changes to the learning environment such as a new school year, new teacher or maybe even a new school can lead to stress and anxiety for students, especially those with disabilities. Here are some helpful tips to easing transition.

10 TIPS TO EASE TRANSITION

• Visit the school site with your child. Point out bathrooms, the cafeteria, office, playground, etc. Older students may benefit from printed maps with time schedules. Talk to your child about exciting new classes, activities and events he or she can participate in.
  

• Help your child reconnect with schoolmates. Ask if your child’s school has a buddy system or if students in school leadership are available to help as mentors or guides.
  

• Review Individual Education Program (IEP) goals. Ensure the goals are still relevant and note the date of the annual review. Remember, you can request an IEP review anytime. And be sure to discuss assessment accommodations for your child.

• Connect with the teacher. Write a brief introduction about your child (including a photo) with his or her likes and dislikes, social/emotional set-offs, motivators, methods of communication, pertinent medical information and any other important information. The more proactive and honest you are, the better teachers and school staff will be able to meet your child’s needs.

• Help plan an ability-awareness training. If your child is in a general education class, consider helping to plan an ability-awareness training with the class. Make sure to get buy-in from your child first. Write a story for the other kids so they can understand what makes him or her unique, and things that may be difficult for your child.
  

• Keep paperwork organized. Create a family calendar of school events, special education meetings, conferences, etc.
  

• Continue learning. Stay up-to-date on special education news and legislation, so you can advocate for your child, and all children.
  

• Create a communication log. This will help ensure that you and the school staff are on the same page. Be sure to note the dates, times and nature of the communications you have.
  

• Attend school events when possible. School events such as back-to-school night and parent-teacher conferences offer a great opportunity to meet staff and other students and families.
  

• Offer to help, either in the classroom or at PTA-sponsored events.
  

• California State PTA’s advocacy work to advance education about and support the concerns of students with special needs
• Parent rights under the new Independent Study law and how it can impact your child’s IEP
• National Association of School Psychologists
• California Department of Education Special Education

To help address concerns surrounding immigration and schools, VCOE has created a web page with information and resources for educators and families.

You can find it in English at www.vcoe.org/rights and in Spanish at www.vcoe.org/derechos.

In 2022, new legislation in California went into effect that states that local education agencies (LEAs) should offer all qualifying students with disabilities a new pathway to a high school diploma. This legislation was amended in 2023 and clarified by the California Department of Education (CDE) in a 2024 guidance letter and frequently asked questions.

On September 28, 2024, Governor Gavin Newsom approved AB 438, which amends the Education Code to include new requirements for postsecondary goals and transition services in high school special education students’ IEPs. These amendments will go into effect on July 1, 2025.

Existing law requires local educational agencies to identify, locate, and assess individuals with exceptional needs and to provide those pupils with a free appropriate public education in the least restrictive environment, with special education and related services as reflected in an individualized education program. Existing law requires, beginning not later than the first individualized education program to be in effect when a pupil is 16 years of age, or younger if determined appropriate by the individualized education program team, and updated annually thereafter, the individualized education program to include appropriate measurable postsecondary goals and transition services, as defined, needed to assist the pupil in reaching those goals.

This bill would instead require an individualized education program, commencing July 1, 2025, to include measurable postsecondary goals and transition services, if determined appropriate by a pupil’s individualized education program team, beginning when an individual with exceptional needs is starting their high school experience and not later than the first individualized education program to be in effect when the pupil is 16 years of age, as provided. By imposing additional requirements on local educational agencies in relation to individualized education programs, the bill would impose a state-mandated local program.

The Ventura County SELPA recognizes that we can't do our best for our students with disabilities without the care and support of their parents, guardians and others who know and love them. The SELPA and its member districts are committed to involving parents as important members of the team in reviewing assessments and progress and making decisions about their children.

In addition, the SELPA is committed to including parents of children with disabilities in evaluating programs, providing ideas for improvement, and developing educational opportunities for other parents along the way. Our Special Education administrators appreciate your input regarding program improvements and encourage you to call or write with constructive suggestions. In addition, the Ventura County SELPA Community Advisory Committee (CAC) is mandated by California Education code to receive input and make recommendations about Special Education programs.

Are you looking for a replacement for the Abilities Awareness Kit? Are you looking for a way to celebrate people with disabilities? Are you looking for a way to foster #DisabilityPride?

This kit is for you!

This kit was created and curated by Conejo Valley Unified School District's Special Education District Advisory Committee

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.

The Pathways to Partnership consortium envisions a statewide educational community with the necessary skill sets to prevent, reduce, and resolve conflicts building trust and mutual understanding between families and educational agencies.

Pathways to Partnership provides professional learning and continuous improvement for educators and families throughout California with the goal of building capacity, expertise, and resources in the prevention and resolution of conflict with a student-centered focus. Visit our website for professional development opportunities at no cost to participants.

Transition Resources

Special Education Rights at Age of Majority

Transition Information For Students

Transition Agency Padlet

Educationally Related Social Emotional Services (ERSES)

Social Emotional Services

Social Emotional Continuum

Residential Care Fact Sheet

Rainbow Connection serves children and adults with developmental disabilities, their families, the professionals who work with them, and their communities, families of children and young adults with disabilities between the ages of 3 and 22 navigating special education and the IEP process throughout Ventura County.

Rainbow Connection believes that every person should be valued, respected, and given the opportunity to reach their fullest potential. Rainbow Connection is dedicated to offering understanding, support, information, education, and resources to all members of the community in both English and Spanish.

Email: rainbow@tri-counties.org
Website: https://rainbowconnectionfrc.weebly.com/
Phone: 805-485-9643
Facebook: http://www.facebook.com/rainbowconnectionfrc

Rainbow Connection offers training sessions to help parents and caregivers keep track of their child's paperwork!

Please call for more information:

Rainbow Connection

805-485-9643

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.

Are you eligible?

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. 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

Oxnard

2401 East Gonzales Road, Oxnard, CA 93036

(805) 485-3177 (800) 664-3177 FAX (805) 988-9521

Simi Valley

2635 Park Center Drive, Suite A, Simi Valley, CA 93065

(805) 522-8030 (800) 517-2524 FAX (805) 522-8142

Fillmore

970 W. Ventura Street, Fillmore, CA 93015

(805) 292-1101 (844) 926-5992 FAX (805) 292-1103

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

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.

Joanna V. Della Gatta - Executive Director

Sarah Fontenot - Administrative Assistant III

Regina Reed - Director of Personnel Development

Anabel Lopez-Penny - Administrative Assistant II

Ana Teran - Administrative Assistant II

Kerry Newlee, Director, Technical Support and Transition

Heather Manheim & Jorge Contreras, Workability Program

Lisa Garcia, Administrative Assistant II

Stacey Alvey - Director, Family & School Collaboration

Peter Aguirre - Program Specialist, Family & School Collaboration

Lisa Garcia - Administrative Assistant II

Melbourne Aquino, Program Specialist

Lisa Garcia, Administrative Assistant II

Email: vcselpa@vcoe.org
Website: www.vcselpa.org
Location: 5100 Adolfo Road, Camarillo, CA, USA
Phone: 805-437-1560
Facebook: https://facebook.com/VenturaCOE
Twitter: @VenturaCOE