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.

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)

WIOA Section 511 Transition Services Documentation – this notification requires the submission of completed materials on or before June 15, 2018

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:

  1. 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.
  2. 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.
  3. 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.

Thank you

WIOA Section 511 LEA Transition Documentation Memo.

WIOA Section 511 LEA Documentation Requirements.

WIOA Section 511 Transition Services Documentation Form.

 

 

 

SLD/Dyslexia Resources

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.

 

Updated Guidelines Regarding Independent Education Evaluations and In-School Observations

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 natalie.jones@ct.gov

Thank you for all you do to support our students!

Special Education Mediation in Connecticut – 2017

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

gail.mangs@ct.gov                              maryjean.schierberl@ct.gov

860-713-6938                                      860-713-6943

 

Mediator Biographies 2017

Request for Mediation Form 07-13-17

Mediation Response Form

 

2017 Guidelines for Occupational Therapy in Connecticut Schools

In a May 10, 2017, memorandum to Connecticut Special Education Directors, it was announced that the 2017 Guidelines for Occupational Therapy in Connecticut Schools is now available. Please review this memorandum which contains the Web link leading to this guidance document.

Memorandum 2017 Guidelines for Occupational Therapy in Connecticut Schools

REMINDER: Required Legislation – Language and Communication Plan for Students who are Deaf or Hard of Hearing

Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled an Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) of any child identified as deaf or hard of hearing must include a language and communication plan (LCP) developed by the child’s planning and placement team (PPT).  Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, must have a LCP which documents the considerations and/or actions discussed and identified by the child’s PPT.

The LCP must address:

  • The primary language or mode of communication chosen for the child;
  • Opportunities for direct communication with peers and professional personnel in the primary language or mode of communication for the child;
  • Educational options available to the child;
  • The qualifications of teachers and other professional personnel administering the child’s LCP, including the teachers’ or professionals’ proficiency in the primary language or other mode of communication for the child;
  • The accessibility of academic instruction, school services and extra-curricular activities for the child; and
  • Communication and accommodations in the physical environment for the child.

Section 300.324(a)(2)(iv) of the Code of Federal Regulations (C.F.R.) pursuant to the Individuals with Disabilities Education Improvement Act (IDEA) requires that the child’s PPT consider the following areas regarding the communication needs of a child who is deaf or hard of hearing:

The child’s language and communication needs;

  • Opportunities for direct communication with peers and professional personnel in the child’s language and communication mode;
  • The child’s academic level;
  • The child’s full range of needs, including opportunities for direct instruction in the child’s language and mode of communication; and
  • Whether the child’s needs a technology device and/or service(s).

Section 11 of P.A. 12-173 requires documentation of the special considerations outlined in the IDEA and P.A. 12-173 through a LCP developed by the child’s PPT and included in the IEP of each child who is deaf or hard of hearing.  This requirement is reflected on page 10 of the IEP.  The LCP is available on the Connecticut State Department of Education (CSDE) web site at http://www.sde.ct.gov/sde/lib/sde/word_docs/deps/special/language_and_communication_plan.doc

The CSDE has made available the LCP since 2009 as a tool recommended for use as a best practice document for children who are deaf or hard of hearing.  The passage of P.A. 12-173 now makes the LCP a required part of the IEP for each child who is deaf or hard of hearing.  The CSDE has posted the LCP as part of the IEP form on the CSDE web site.  To assure that each child’s unique needs are identified and considered in the development of a child’s IEP, the LCP must be developed at the initial IEP for each child who is deaf or hard or hearing and must be reviewed at least annually and revised as appropriate. The LCP as developed and/or revised must be included in the IEP.

Additional LCP resources that are available on the CSDE website include:

Annotated Language and Communication Plan [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/annotated_language_and_communication_plan.pdf

Language and Communication Plan FAQ’s [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/faqs_langauge_and_communication_plan.pdf

Memo from Chief Operating Officer – Section 11 of Public Act 12-173: Required Language and Communication Plan for Deaf or Hard of Hearing Students [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/public_act_12_173_lcp_memo.pdf

Questions regarding the LCP can be directed to Colleen Hayles at 860-713-6922 or via email at colleen.hayles@ct.gov.

 

Connecticut Alternate Assessment System FAQ Regarding Students with Disabilities

The Connecticut State Department of Education (CSDE) has posted a Frequently Asked Questions (FAQ) document related to the Connecticut Alternate Assessment System that includes important information regarding students with disabilities. You may access that document at Frequently Asked Question and Answers About the Connecticut Alternate Assessment System [pdf] or at http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322680#CMT

For questions related to this document please contact Rhonda Kempton, Education Consultant, Bureau of Special Education, (860) 713-6924 or Rhonda.kempton@ct.gov.