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.
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.
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.
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.
SAVE THE DATE
The Connecticut Restraint and Seclusion Prevention Initiative Partnership is holding its fifth annual conference on Friday, September 21, 2018, at Central Connecticut State University.
For more information and the CALL FOR PRESENTATIONS announcement, please visit the links below.
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 email@example.com
Thank you for all you do to support our students!
The Connecticut State Department of Education (CSDE) announces a Technical Assistance (TA) opportunity through the CSDE’s School Climate Transformation Grant (CT SCTG). The Tiered Fidelity Inventory (TFI) is an assessment tool used to inform school’s current behavioral interventions and supports implementation levels.
For more information on the TFI process, please review the attached informational flyer at GOT FIDELITY_TFI