Early Childhood Special Education: LEA Responsibilities for SEDAC Reports and Child Find

It is important for each LEA’s Early Childhood Transition Coordinator and the SEDAC data manager to communicate regularly on four key criteria. See the EC LEA Responsibilities for SEDAC Reports and Child Find infographic to gain valuable insight into this process.

 

SAVE THE DATE for the 2020 Para-Symposium and Paraeducator of the Year Recognition

The Connecticut State Department of Education and the State Education Resource Center together with the RESC Alliance is announcing a SAVE THE DATE (October 28, 2019) for the Paraeducator Development and Leadership Symposium and Recognition of the 2020 District Paraeducator of the Year. Please see flyer (2020 Paraeducator Symposium and Recognition flyer) here. Registration information will be coming soon!

Individualized Education Program Document Revision Process

The Connecticut State Department of Education (CSDE) is currently in the process of revising the State’s individualized education program (IEP) document. An essential component to the provision of a free and appropriate public education to students with disabilities, the IEP document is the official record of a planning and placement team’s decisions regarding a student’s special education eligibility identification and program. As federal and state requirements have changed over the years, the document currently in use in the state has required multiple updates since its origination. As a result, the Bureau of Special Education (BSE) has determined that a more holistic revision of the IEP document is warranted. Our goal is to design an IEP document that is less complicated for practitioners to use and easier for parents and students to understand.

Since July 2018, the BSE has undertaken several activities related to this important work. In addition to establishing an internal team to lead the revision process, the main focus of the BSE has been to seek stakeholder input regarding the strengths and weaknesses of the current IEP document. Opportunities for feedback included a survey of special education directors, regional meetings for parents and educators, an electronic survey accessible on the CSDE website, input from students and the State Advisory Council for Special Education. The feedback received has informed the development of a draft revised IEP document. The BSE internal team also completed a review of statutory and regulatory requirements and conducted reviews of IEP documents used in other states.

In addition to the activities listed above, the BSE formed an external advisory stakeholder group consisting of 22 individuals representing various perspectives. This group met regularly throughout the year to provide comment on the current document and feedback on a draft revised IEP document. The input from this group was critical in the development of a new IEP document.

In the upcoming weeks, the BSE is prepared to post the Draft IEP document revision on the CSDE website for public comment. Following the public comment period, we will continue to engage with stakeholders to design an implementation plan.

It is important to note that the current IEP document will remain in use across the state for the entirety of the 2019-2020 school year.

Workforce Innovation and Opportunity Act (WIOA) LEA Requirements

Special Education Leaders and Transition Contact Persons,

The Bureau of Special Education is engaged in a partnership with the Department of Rehabilitation Services (DORS) and the Department of Developmental Services (DDS) to assist in supporting students who will be transitioning to adult supports and services.

In these bulleted links you will find:

No later than Monday, June 17, 2019, LEAs must:

  1. Complete the Section 511 LEA Documentation of Completed Transition Services form and attach the student’s most recent IEP.
  2. Submit the completed form and the student’s IEP to Andre Pope, Secretary, DORS, via mail or fax – confidential student information may not be submitted by email unless it is encrypted.
  3. Provide the parent or guardian of the student with a copy of the submitted form and IEP.

If you have questions, please contact Alycia M. Trakas at 860-713-6932 or Alycia.trakas@ct.gov.

Opportunity for Special Education Leaders Who are Concluding Their First Year in the Position

The Connecticut State Department of Education (CSDE) and the State Education Resource Center (SERC) invite first-year special education leaders (Assistant Superintendents of Pupil Services, Pupil Services Directors, Special Education Directors, Special Education Supervisors) to participate in a two-day training series.

For more detail and registration information, please see this flyer

Special Education Leadership Year 1 Reflection 2019

 

SAVE THE DATES – September 20 & 21, 2019 for the Connecticut Secondary Transition Symposium!

The Connecticut State Department of Education’s Bureau of Special Education, together with the State Education Resource Center, UCONN’s University Center for Excellence in Developmental Disabilities, the Connecticut Secondary Transition Youth Advisory Board, the Connecticut Parent Advocacy Center, the Connecticut Department of Developmental Services, the Connecticut Department of Mental Health and Addiction Services, the Connecticut Department of Rehabilitation Services, and the Connecticut Department of Public Health, has once again planned the Connecticut Secondary Transition Symposium. This highly successful and informative symposium, Every Voice Matters, will be held at Central Connecticut State University on Friday, September 20, 2019, and Saturday, September 21, 2019. Please review the attached flyer for more information.

CT Secondary Transition Symposium – Every Voice Matters Flyer

CT Early Learning and Development Standards

The CT Early Learning and Development Standards (CT ELDS) outline what young children from birth to age five should know and be able to do and are aligned to the kindergarten CT Core Standards. The CT ELDS are the foundation of the general education curriculum for preschool that all children should be able to access, no matter the setting in which they are served.  In addition the CT ELDS can be a useful tool for planning supports for entering kindergarteners, providing a step prior to the end-of-year kindergarten standards. The continuum of learning and development articulated in the CT ELDS which begins at birth can be especially helpful for planning instruction for children with delays and/or disabilities. For more information, go to: www.ct.gov/oec/elds. On the website you are able to order CT-ELDS materials at no cost.

Timelines for Initial Evaluation

On December 21, 2018, the Bureau of Special Education issued an updated memorandum to Directors of Special Education and Pupil Personnel Services regarding Timelines for Initial Evaluation. You may review this memorandum at this link: Timelines for Initial Evaluations Memorandum Dec. 2018.

 

Now accepting applications for special education coaching support for special education administrators for the 2018-2019 school year

Connecticut Leaders in Special Education, the Connecticut Association of Schools (CAS) is now accepting applications for special education coaching support for special education administrators for the 2018-2019 school year!

Primarily designed to support district Directors of Special Education or Pupil Services, this program also extends to include Special Education Supervisors, PPT Chairpersons/School- Based Leaders and other administrators carrying out special education initiatives and IDEA implementation.

For more a detailed description of this opportunity as well as application documents, please click the following link: http://cas.casciac.org/?p=15855.

Do not hesitate to contact Marie Salazar Glowski, CAS, mglowski@casciac.org or Jay Brown, Bureau of Special Education, jay.brown@ct.gov for questions.

 

TIME SENSITIVE: Changes to Statutory Restraint and Seclusion Requirements Effective July 1, 2018

On July 12, 2018, Special Education Bureau Chief, Bryan Klimkiewicz, issued a TIME SENSITIVE memorandum to the field regarding changes to the statutory restraint and seclusion requirements. Please review this important memorandum below.

Changes to Statutory Restraint and Seclusion Requirements (003)