SELPA

The Lake County Special Education Local Plan Area (SELPA), comprised of the six Local Education Agencies (LEAs) and the Lake County Office of Education (LCOE). Lake County SELPA covers the geographic area of Lake County, located in the north central portion of the state. It is approximately 1,322 square miles and is bordered by Napa, Sonoma, Mendocino, Glenn, Colusa, and Yolo counties.
Together these education agencies have joined in a cooperative plan to provide special education services for individuals with disabilities, birth through age 21, who are enrolled in LEAs in Lake County.

These LEAs collaborate to offer a free and appropriate public education (FAPE) to every Individual with Exceptional Needs.

A SELPA is a state-mandated consortium that provides for all the special education service needs of children residing within the regional boundaries. There are approximately 116 SELPA's in California. Each SELPA develops and is governed by a Local Plan describing how it provides special education services.

The following are Lake County SELPA Local Education Agencies:
Kelseyville Unified School District
Konocti Unified School District
Lake County Office of Education
Lakeport Unified School District
Lucerne Elementary School District
Middletown Unified School District
Upper Lake Unified School District

SELPA Vision Statement

At the Lake County SELPA our vision is to be an advocate for excellence in Special Education programming and services. Our dedication extends to supporting Lake County Local Education Agencies in achieving compliance and building their capacity to meet the unique needs of every learner. 

SELPA Mission Statement

Through our five foundational pillars, DEVELOPING, BUILDING, PROVIDING, FACILITATING and PARTICIPATING, we are committed to continuous improvement, ensuring that every student with unique needs receives the highest quality education in the least restrictive environment. Together, with the Local Education Agencies, we strive to provide opportunities to empower every student to reach their full potential. 

The Superintendents' Governance Council The oversees the activities of the SELPA by developing fiscal and operational policies, procedures and agreements on matters regarding implementation, administration and coordination of special education programs in accordance with state and federal requirements. The Superintendent of each participating LEA shall be responsible for special education programs operated by their respective LEA and for implementing all duties and responsibilities of the Local Plan, ensuring compliance under EC 56205(a)(12)(A)(D)(ii)(IV).

The Governance Council Advisory Committee (GCAC) is appointed by the Superintendents' Governance Council and is composed of the special education director, or other designee, of each participating local education agency. The SELPA Executive Director serves as chairperson of the GCAC and is responsible for preparing agendas, scheduling and conducting meetings and preparing support documents, as appropriate, for each meeting.

The COMMUNITY ADVISORY COMMITTEE is a dynamic partnership between parents, educators and community members, and advises the member school districts of the SELPA regarding provision of services, annual priorities, local plan development, parent education and support, and other related special education activities. 

Responsibilities of the SELPA include:

• Ensuring Program Availability for all Children with Disabilities
• Low Incidence Services
• Liaison with California State Dept. of Education
• Curriculum/Program Development Support
• Staff development
• Community Advisory Committee Support
• Management Information System
• Transition Planning
• Legal Assistance
• Personnel Development
• Budget Planning and Review
• Evaluation
• Interagency Coordination
• Program Coordination
• Fiscal Management
• Program Specialists

The SELPA Administrator is responsible for assuring that:

• All individuals with disabilities receive a free appropriate public education in the least restrictive environment.
• All regular 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 disabled students.