Leading Change

Regional Family Leadership Council (RFLC)

The Network has consistently been led by family voices. In the fall of 2023, a Regional Family Leadership Council (RFLC) was created. The council promotes the principles and practices of building awareness, empowering families, presuming competence, and fostering high expectations for ALL children.

The council, active members, and parent partners participate in outreach activities such as training, regional, statewide, and national conference presentations, and community resource tables. Our foundational training courses are offered to families, schools, and community organizations. Members take part in these activities to grow and sustain the network.

Our Guiding Principles and Practices

Maximizing Principles:  

FAMILIES TO THE MAX is focused on maximizing learning for all students, regardless of educational placement. 

• We believe it is important to hold high expectations for children with diverse needs and to teach in ways that maximize access to grade-level curriculum.  
• The Network and Coalition members agree about how children should be educated, although we hold varying perspectives on where children are best educated.  
• We acknowledge that since students are educated in a variety of settings, it is critical that high-quality, accessible, academic instructional materials are available to students across all educational placements. 
• It is important for families to understand that many factors affect the degree to which all students, including those with diverse needs, are supported to access the general education curriculum. 

Optimizing Practices:  

We have identified six key areas of educational practice that must be considered when identifying strengths and needs for improvement that focus on maximizing access and learning for diverse learners: 

• Leadership - District and school leaders work together with families and teachers to make changes that lead to increased access and learning for all students. 
• Curriculum, Instruction, and Assessment - Instruction is delivered in multiple ways so that all students, including those with diverse needs, learn grade-level academic content aligned to the general education curriculum. 
• Least Restrictive Environment - When IEP teams include different supplementary aids (learning tools and support) and services, students with diverse needs can have access to grade-level general education curriculum, with non-disabled peers in general education classrooms.  
• Individualized Student Supports: Specially designed instruction, related services and supplementary aids and services are provided to ensure each student learns academic content aligned to the general education curriculum. 
• Family and Community Involvement – Families and community agencies work together as partners to support meaningful participation and learning of grade-level general education curriculum for students with diverse needs. 
• Collaboration and Problem Solving – A culture exists of working together to plan and solve problems that supports access to grade-level general education curriculum for students with diverse needs.