PRINCIPLES OF BEST PRACTICES FOR MEMBER SCHOOLS AND AGENCIES OF THE

CALIFORNIA ASSOCIATION OF PRIVATE SPECIAL EDUCATION SCHOOLS (CAPSES)

The mission of CAPSES is to maximize the potential of individuals with exceptional needs by advocating for them in public policy and by promoting high quality instruction, guidance, therapy, and staff development. CAPSES is committed to defining and promoting high standards of educational quality and ethical practices for its membership that exceed the minimum requirements set by laws and regulations.

CAPSES’ Principles of Best Practices set defining high standards and ethical educational practices that help members create the best possible special education community for individuals with exceptional needs. Membership in CAPSES commits all members to comply with these principles in their efforts to develop the highest educational and quality of life capacities for their learners with exceptionalities.

The administrator of every CAPSES member accepts the commitment for creating practices and procedures that comply with these principles, and is responsible for reviewing and enforcing these Principles of Best Practices with their employees and volunteers who come in contact with their learners.

These principles are intended to provide guidance and standards of professional conduct for CAPSES members. The creation of these principles is a dynamic process. If it is found that these principles conflict with law, regulations or other governing legal authority, members shall notify CAPSES of the conflict. CAPSES board of directors will take steps to resolve the conflict in a responsible and timely manner.

ETHICAL VALUES AND PRINCIPLES FOR CAPSES MEMBERS

In all of their professional actions, members strive to:

 Safeguard the welfare and rights of those they serve professionally above all other competing interests.

 Uphold high professional standards of conduct and decorum, and consult and cooperate with other professionals and institutions to best serve the interests of those with whom they work.

 Promote accuracy, honesty and integrity in all of their activities.

 Advocate for fairness and justice in access to and benefit from a free and appropriate public education and related services.

 Respect the dignity and worth of vulnerable children of all learning abilities, and their rights to privacy, confidentiality, and self-determination.

 Value cultural, individual, and role differences and work to eliminate harassment and biases based upon ignorance and prejudices towards individuals with exceptional needs.

 Cooperate with other CAPSES members to ensure that the principles of good practice of all school, agency, programs, and business operations demonstrate integrity at all levels.

I. TO MAXIMIZE THE POTENTIAL OF LEARNERS WITH EXCEPTIONALITIES, A CAPSES MEMBER WILL:

A. Respect, support, and protect the best interests, dignity, physical and psychological safety of learners with special education needs, and recognize and teach to their varied learning styles, abilities, unique needs, and life experiences.

B. Promote meaningful and inclusive participation of learners with exceptionalities in the least restrictive environments possible to achieve the highest level of competence and independence.

C. Encourage effective partnerships committed to collaboration, open communication, meaningful involvement, mutual respect of roles, realistic expectations, and shared aspirations.

D. Keep parents and clients well informed of progress through systematic reports, conferences, and informal conversations, and of their educational rights and special education protections.

E. Prevent and manage the escalation of inappropriate behaviors with properly trained people who use the safest interventions possible to quickly re-establish a therapeutic relationship.

II. TO PROMOTE HIGH-QUALITY INSTRUCTION, GUIDANCE, THERAPY, AND PROGRAMS, A CAPSES MEMBER WILL:

A. Maintain a protective, nurturing, and multicultural environment that appreciates learning, racial, cultural, and gender diversity.

B. Ensure all learners use a well-rounded curriculum, with appropriate technology, instructional materials, and supplies designed to meet their specific needs, and to improve their knowledge and skills.

C. Provide enrichment and extracurricular activities with class sizes and caseloads conducive to learning which support the development of positive learning attitudes and habits.

D. Provide services based upon established professional knowledge and evidence-based practices to more effectively address the developmental and educational needs of learners.

E. Monitor learners’ progress and objectively describe weaknesses, strengths and potential through the use of reliable and valid assessment tools and qualified personnel.

III. FOR CONTINUAL PROFESSIONAL DEVELOPMENT OF EMPLOYEES A CAPSES MEMBER’S STAFF WILL:

A. Have professional training and thorough knowledge of their disciplines to design and use a variety of appropriate interventions, accommodations, modifications, and techniques suitable to the developmental needs and goals of learners.

B. Keep current with recent advancements in their field, and actively engage in activities to further their own professional growth, and maintain competence and integrity in their profession.

C. Insure educational leaders provide staff orientation, training, feedback, and supervision sufficient to work effectively and confidently with all learners they serve.

D. Provide an educational leader to observe, evaluate and improve the quality of teaching and services provided, foster collaboration, and provide for professional growth and development.

IV. TO PROMOTE EDUCATIONAL QUALITY AND ETHICAL PRACTICES, A CAPSES MEMBER WILL:

A. Establish positive relationships with learners, while respecting the differing roles of adult and child, and avoiding exploitative dual relationships, favoritism, and conflicts of interest. Assist clients or parents in advocating for appropriate services needed without a self-serving bias or motive.

B. Conduct financial and business management, operational activities and governance in ways that reflect overall dedication to providing quality special education in the best interests of learners.

C. Cooperate collegially with other professionals, schools, agencies, or organizations to serve mutual learners effectively, appropriately, and in a timely manner.

D. Provide current, accurate and detailed descriptions about the strengths and weaknesses of their philosophy, programs, and services without misrepresenting or alleging weaknesses in other member’s programs.

V. TO ADVOCATE FOR SPECIAL EDUCATION IN PUBLIC POLICY, A CAPSES MEMBER WILL:

A. Provide to CAPSES information about or access to member’s programs, staff and learner demographics, or other information useful in building support for addressing relevant laws, regulations, and public policies governing special education, related services, and their organization and constituents.

B. Assist CAPSES in making connections with governmental agencies, elected officials, related stakeholders and media advocates to increase understanding of legislative and regulatory issues, public policy choices to protect the rights for and improve the provision of a free appropriate public education for exceptional learners.

Adopted by the CAPSES Board of Directors May 2, 2013