The Special Education District Advisory Committee (SEDAC) is composed of a diverse group of stakeholders—including two representative board members—who bring varied perspectives and expertise to support the continuous improvement of special education services in PAUSD. The committee is structured to ensure broad representation and foster meaningful dialogue across the school community.
Membership
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Parents/Guardians of Students with Disabilities
Selected through an application process to represent family perspectives and ensure that a wide range of voices and lived experiences are included.
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General and Special Education Staff
Includes teachers, specialists, and service providers who contribute professional insight and direct classroom or service experience.
Procedures and Administration
Assigned members of the PAUSD Board of Education will serve as Chair and Vice-Chair of SEDAC. They will facilitate meetings, support effective collaboration, and coordinate closely with district leadership to ensure alignment with district goals.
Meetings
SEDAC will meet regularly, at least once per quarter, with additional meetings scheduled as needed.
Subcommittees
The Committee may form one or more subcommittees, including those consisting of a single member, as needed. Subcommittees may be established to explore specific focus areas, develop recommendations, or support the work of the full committee under particular circumstances.
As an advisory body to district leadership, SEDAC plays a vital role in shaping policies, practices, and resource decisions related to special education. Although it does not have decision-making authority, its input is essential in guiding the district’s ongoing efforts to promote equity, inclusion, and student support. Recommendations made by SEDAC are designed to inform and strengthen these initiatives.
Expected Outcomes
- Submit an annual report to the PAUSD Board of Education summarizing key findings, recommendations, and progress.
- Develop actionable recommendations to enhance the quality, equity, and inclusivity of special education services.
