Stay tuned for more information as we get closer to the event.
Don’t forget! Registration is OPEN for the 2019 Childhood Conversations – Together We Will conference on March 29th and 30th. Learn to support and develop children’s social emotional skills to reduce challenging behaviors and strengthen families and communities. See flyer for details.
The Connecticut State Department of Education (CSDE), Bureau of Special Education (BSE), in partnership with the State Education Resource Center (SERC), invites first-year special education leaders to participate in a FREE two-day training series designed to assist participants in reflecting on their past year, networking with similarly-positioned colleagues, and identifying professional needs to inform the development of future learning opportunities. Registration information will be available soon. SAVE the DATES! See flyer. Special Education Leadership Year 1 Reflection – SAVE THE DATES
The Connecticut Documentation & Observation for Teaching System (CT DOTS) is a framework to guide early care and education providers in a process of monitoring children’s progress on the skills, abilities and behaviors in the Connecticut Early Learning and Development Standards (CT ELDS). Because this tool is based on the CT ELDS, it is aligned to the general education curriculum and covers the range of development from birth through age five. CT DOTS supports early care and education providers to observe children in naturally occurring situations and to plan engaging experiences that allow for more intentional observations. CT DOTS also provides a structure for providers to partner with families in sharing information about individual children.
Used in conjunction with the CT ELDS, CT DOTS is a foundation for
- gathering data about children’s skills, abilities and behaviors;
- planning additional supports (e.g., curriculum, instruction, professional development, family activities, adult support);
- summarizing evidence of children’s progress; and
- communicating around common goals.
When used in conjunction with standards-based IEPs, CT DOTS can provide progress-monitoring data.
The Connecticut State Department of Education and the CT Office of Early Childhood are currently conducting a crosswalk of the Brigance and CT DOTS so that data collected for the ECO requirement can be easily used as evidence within CT DOTS.
For more information: www.ct.gov/oec/elds
For more information on this four-day workshop through the CSDE/RESC Alliance, please see
Here is exciting information about the now-forming related services communities of practice for Connecticut educators! To view an informational flyer, see Communities of Practice for Related Services Informational Flyer.
The Connecticut State Department of Education (CSDE) and the Regional Educational Service Centers (RESC) are in the process of planning a series of Communities of Practice (CoP) designed to engage practitioners in meaningful discussions and activities that will broaden our capacity to improve outcomes for students with disabilities. The currently formed CoP’s are in the areas of Assistive Technology, Physical Therapy, Social Work, Occupational Therapy, School Psychology, and Speech & Language Pathology. Please see the flyer below for more information.
CANCELLATION 2/13/2019: Today’s CSDE Leadership forum at the ITBD is cancelled due to weather. Snow date is April 2, 2019. See you then!
IDEA states that, “the education of children with disabilities can be made more effective by … having high expectations for such children and ensuring their access to the general curriculum to the maximum extent possible, in order to meet the developmental goals.” (20 U.S.C. 1400(c)
For our youngest learners, there are often questions about what constitutes the general curriculum. Since the CT ELDS outline what children birth to age five should know and be able to do, this is an easy to access tool for writing standards-based IEPS focused on access to the general education curriculum.
The National Association of State Directors of Special Education document, A Seven-Step Process to Creating Standards-based IEPs outlines a process of writing IEPs based on state standards. While this document refers to “content standards,” the CT ELDS address the whole child and include the following areas of development:
- Social and Emotional Development
- Physical Development and Health
- Language and Literacy
- Creative Arts
- Social Studies
Look for training on writing IEPS based on the CT ELDS coming in Fall 2019.
The following are helpful resources:
Connecticut Office of Early Childhood. (2013). The Connecticut Early Learning and Development Standards.
The Early Childhood Technical Assistance Center (ECTAC), (2014). Enhancing Recognition of High Quality, Functional IEP Goals,
The National Association of State Directors of Special Education, (2007). A Seven-Step Process to Creating Standards-based IEPs.
Understood for Learning and Attention Issues (2014-2018). 5 Benefits of Inclusion Classrooms.
Alabama State Department of Education, (2012). Standards Based IEPs for Preschool Children.
Vermont preschool IEP on ECTAC website: