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New SEAC advisory committee forms, focuses on communication, least restrictive environment and transitions
Summary
The district’s inaugural Special Education Advisory Committee (SEAC) presented four meetings of findings: a charter, priorities around improving communication, inclusion practices, and a plan to increase meetings and add student representation next year.
Arlington Public Schools’ newly formed Special Education Advisory Committee (SEAC) presented its inaugural annual report to the board on June 9, describing four meetings held in 2024–25 that established a charter and short‑term priorities including improved communication, clearer transition practices, and inclusionary (least‑restrictive) placement goals.
David Keller, who convened SEAC’s meetings, told the board the committee’s purpose is not to act as a parent‑advocacy group but “to build positive relationships, collaborate for problem solving, systems change based on input, [and] be a trusted source of information.” SEAC was organized to include parents and community members (about 60% of membership) and staff (about 40%).
Members said early meetings focused on foundations: district special education programs, the federal Individuals with Disabilities Education Act (IDEA) concepts such as least‑restrictive environment, MTSS (multi‑tiered systems of support) and program inventories. SEAC participants reported mixed observations: some aspects of communication between families and staff are working, while at other times information is fragmented. Members recommended a dedicated onboarding meeting for new SEAC members and a one‑year focus on a single practice problem to produce actionable improvements.
Parents and staff who spoke to the board described practical concerns about transitions between programs and the need for clearer pathways from preschool to elementary, middle and high school services. April Lewis, a developmental preschool teacher, said her priority is smoother transitions for students leaving preschool. High school counselor Shanna Crooks said SEAC broadened her understanding of service priorities across grades and that she hopes to address diploma‑pathway challenges for students receiving special education services.
SEAC plans to increase meeting frequency next year, add student members, and pursue a focused project annually rather than an unfocused agenda. The board received the report as informational and SEAC leaders will return with recommendations and next‑year meeting dates.
No formal board action was taken on the SEAC report.
