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!
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.
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:
- A revised memorandum related to Workforce Innovation and Opportunity Act (WIOA) LEA Requirements. Workforce Innovation and Opportunity Act (WIOA) LEA Requirements
- WIOA Section 511 – Subminimum Wage LEA Documentation of Transition Services – a summary of the LEA requirements for documenting transition services provided by the LEA as identified in WIOA Section 511. Workforce Innovation and Opportunity Act (WIOA) Section 511 – Subminimum Wage LEA Documentation of Transition Services
- Section 511 LEA Documentation of Completed Transition Services form. Workforce Innovation and Opportunity Act (WIOA) Section 511 LEA Documentation of Completed Transition Services
No later than Monday, June 17, 2019, LEAs must:
- Complete the Section 511 LEA Documentation of Completed Transition Services form and attach the student’s most recent IEP.
- 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.
- 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.email@example.com.
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.
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.
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.
Notifications will also be sent by email.
Directors of Special Education and Pupil Personnel Services and Transition Contact Persons:
The Bureau of Special Education is engaged in a partnership with the Department of Rehabilitation Services and the Department of Developmental Services to assist in supporting students who will be transitioning to adult supports and services.
This posting provides you with the following links:
- A revised memorandum related to WIOA Section 511 with detailed instructions for completing and submitting the WIOA Section 511 Transition Services Documentation form,
- WIOA Section 511 LEA Documentation Requirements, and
- the WIOA Section 511 Transition Services Documentation form.
Summary of requirements for your District’s DDS students exiting school in 2018 who are known to be seeking subminimum wage employment.
By June 15, 2018, please complete the following items:
- Complete the attached WIOA Section 511 Transition Services Documentation form and attach the student’s most recent IEP. Complete one form for each DDS student who will be graduating or aging-out in June of 2018 that the LEA is aware of who will be seeking subminimum wage employment after leaving high school.
- Submit the completed form and the student’s most recent IEP to André Pope (DORS) via mail or fax – confidential student information may not be submitted by email unless it is encrypted. For students who are consumers of DDS and who are outplaced either in an Approved Private Special Education Program (APSEP) or in a Regional Education Service Center (RESC), the sending LEA is responsible for submitting the Section 511 documentation to DORS.
- Provide the parent or guardian of the student with a copy of the submitted form and IEP.
Please read the memorandum and accompanying materials prior to completing this task.
The revised SLD/Dyslexia Assessment Resource Guide is now available on the SDE’s website and can be found at http://portal.ct.gov/SDE/Publications/SLD-Dyslexia-Assessment-Resource-Guide.
Also, the following document contains a list of all of the free SLD/Dyslexia online courses/modules available from SERC. These can be accessed at http://ctserc.org/about/serc-programs/dyslexia/professional-learning-resources or an abbreviated version can be found at SLD Dyslexia Free Online Courses.
The Bureau of Special Education is pleased to present updated guidelines regarding Independent Educational Evaluations (IEE) and In-School Observations. This document was sent to Superintendents and the State Board of Education on March 28, 2018. The Bureau also plans to post an interactive IEE and In-School Observation guideline document on the State Department of Education website. In addition to the guidelines, the website page will contain a Frequently Asked Questions document, an IEE Flow Chart, Definitions, and other related resources. Please take an opportunity to review the memorandum to superintendents and guidelines at the following link: IEE Memo and Guidance 3.28.2018
If you have any questions, please contact Natalie Jones, Education Consultant, Bureau of Special Education at 860-713-6933 or firstname.lastname@example.org
Thank you for all you do to support our students!
In accordance with the directive of the federal Office of Special Education Programs (OSEP), the Connecticut State Department of Education (CSDE) is moving to a mediation system that utilizes independent contractors as mediators; as of September 1, 2017, employees of the CSDE will no longer be mediating. Please access the profiles of the new mediators, a revised form you may use to request mediation and a form to assist us with professional development using these links or the links provided at the bottom of this notification. (Fillable forms will soon be available on our website.)
As part of the move to the new mediation system, certain changes are being made to the existing practices and procedures. Please note the following:
- Through August, the new mediators will transition from observing mediations to conducting mediations with the current mediators observing;
- For the current time, mediation notices will continue to be issued by the Bureau of Special Education;
- Whether mediation is requested through use of the revised form, letter or electronic mail, we are asking that the same information requested on the form be provided in the request including a simple statement of the issues and proposed resolution;
- Mediation requests will be assigned to the new mediators on an alphabetical, rotating basis;
- The mediators will contact the parties to arrange the date of mediation; it is not necessary to provide dates.
We hope to make the transition to the new process as smooth as possible. Please contact us with any questions or concerns.
Gail Mangs Mary Jean Schierberl