REMINDER! Registration is OPEN for Childhood Conversations – Together We Will conference!

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.

Childhood Conversations presents Together We Can conference

SAVE THE DATES – Special Education Leadership Year One Reflection Series

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

 

 

 

CT Documentation and Observation for Teaching System (CT DOTS)

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

Communities of Practice for Related Services

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.

Related Services Communities of Practice

 

Writing Standards-based IEPs Using the CT Early Learning and Development Standards

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:

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:

https://ectacenter.org/~pdfs/eco/EEE-IEPSAMPLENovember15th2012.pdf

SAVE THE DATE/REGISTRATION IS OPEN for the 2019 Annual Autism Transition Forum – New England

Date:                     Saturday, February 2, 2019

Time:                    8:30 AM – 1:30 PM

Location:              Masonicare at Ashlar Village

74 Cheshire Road

Wallingford, CT 06482

Registration & Breakfast 8:30am
Forum 9:00am – 1:30pm
*Snow date February 9, 2019

Autism Speaks and Autism Services and Resources Connecticut (ASRC) are teaming up to present local and National experts sharing their best practices for transitioning individuals with Autism Spectrum Disorders into the adult world.

Forum is free of charge.  Hot breakfast will be served.

Registration is required – Limited Spaces Available (http://act.autismspeaks.org/transitionforum)

For more information, contact ASRC vial email at info@ct-asrc.org or call 203-265-7717.