5/2/2012 SEPAC Minutes - Laserfiche WebLink

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IL KEY COMPONENTS FOR OPERATING AN EFFECTIVE PAC A. Effective Collaboration when possible. A PAC may want to con- with the School community sider sponsoring a "Meet the Special Education Administrator" event in the fall, Identifying Parties with Common Interests with one or more follow-up opportunities through-out the school year. PACs are an integral part of the broader school community. Informing members of Interacting with the Superintendent the school community about the purpose, and the School Committee value, and function of PACs is critical to It is in the PAC's interest to understand gaining support for PAC activities and for how the district is organized and the rela- initiating and sustaining collaborative tionship of the special education program efforts. with the overall educational program of Working collaboratively, PACs and school the district. Communicating periodically districts can create a more responsive with the superintendent as well as the school environment. If the PAC decides to special education . administrator, there- engage in collaborative efforts, it is help- fore, can be helpful. These individuals can ful to remember that successful also help in determining how to commu- collaborative efforts grow out of shared nicate concerns or actions to the school goals and are maintained by strong committee. ESE recommends that PACs communication and positive outcomes. develop procedures that result in at least annual written status reports to the B. Collaboration with Key Superintendent to share with the school committee. Parties in the School District Interacting with school councils, A PAC is charged with "advising" the PTOs, and the community at large school committee on special education. From a practical standpoint, the special A PAC will become better known and education administrator is pivotal in develop more influence if it is "plugged developing effective communication with into" the organizations and "infra- the PAC. However, other leaders in the structure" of the school district. That district may also be good collaboration means not only communicating with partners. school officials, but also with other orga- nizations- including the various school Interacting with the Special councils in a district and other parent- Education Administrator teacher organizations. If a PAC wishes to play a role within another school council A good relationship between a PAC and a or any parent-teacher organization special education administrator will bene- affiliated with 'a particular school, often fit both parties. By staying in touch about the PAC chairperson or members must each others' concerns and questions, a take the initiative and express interest in special education administrator and a PAC participation. Once that happens, the can benefit mutually by finding out what's chances for the PAC's representation on happening earlier rather than later, allow- school-wide matters are likely to ing each other to take action proactively, increase. 6