Marlborough Special Education Parent Advisory Council

About Marlborough SEPAC 

Leadership Council Positions

Chair: "TBD" 

Treasurer: "TBD"

Secretary: "TBD"

Members at Large: "TBD"

Additional parent volunteers are needed for:

• School Liasons
• Special Events
• Program Planning
• WebSite
• School Committee Liasons
• Fund Raising

State Reviews:

One of the responsibilities of SEPAC is working with the district and participating in reviews and audits when the state agencies come in for regular reviews. This school year the district is due for a Coordinated Program Review (CPR).

• A copy of the findings of the last review (2014).

Bylaws:

Marlborough SEPAC bylaws were approved by the voting membership on June 9, 2010. View current bylaws.

Parent Resources

Below are links to resources our parents have found helpful.

The Federation for Children with Special Needs

• Main site index: http://fcsn.org/
• Open Listserve for families (Family Voises): http://fcsn.org/mfv/
• Parent’s Guide to Special Education:  http://fcsn.org/parents-guide
• Online summer resource guide: http://fcsn.org/camps/

Family Ties

• Wonderful online resource directory:  http://massfamilyties.org/index.php

The MA Department of Elementary & Secondary Education (DESE)

• Good resources/parent information: http://www.doe.mass.edu/sped/parents.html
• IEP Process Guide: http://www.doe.mass.edu/sped/iep/proguide.pdf
• Transition Planning Form: http://www.doe.mass.edu/sped/28MR/28m9.pdf

The Massachusetts Autism Commission

• Report published in March 2013: http://www.mass.gov/anf/docs/mddc/autism-commission-report-full.pdf

Massachusetts Down Syndrome Congress

• MDSC "Promoting acceptance & inclusion" : http://mdsc.org/

 The Center for Executive Function Skill Development is offering a series of workshops (click here).

• (From their website): Executive function skills is a term used to describe difficulties associated with goal setting, carrying out organized steps and modifying a plan to complete a task successfully. These skills are important for learning from past experiences and applying the knowledge in new experiences. Attention, memory, impulse control, organization, planning, and hierarchical thinking problems often described by parents and teachers are the executive function difficulties that can interfere with an individual’s ability to benefit from some traditional speech-language therapy approaches.