Here is exciting information about the now-forming related services communities of practice for Connecticut educators! To view an informational flyer, see Communities of Practice for Related Services Informational Flyer.
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:
- Social and Emotional Development
- Physical Development and Health
- Language and Literacy
- Creative Arts
- Social Studies
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:
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.
The CT Office of Early Childhood (OEC) is collaborating with EASTCONN to conduct a study on the reliability of scoring using CT DOTS. They are looking for individuals who have general experience with assessment to participate in this study, including infant/toddler teachers, preschool teachers, special education teachers, early interventionists. Participants do not need to have extensive knowledge or familiarity with CT DOTS to participate.
All participants will engage in the following process:
- Participants will provide limited background information. No personally identifiable information will be gathered.
- Participants can select the age ranges for which they have experience and education and would be able to conducting “scoring”. The three age range options for this study are infants, toddlers, and preschoolers.
- Participants will view data examples for all relevant observation progressions for each age range selected (17 for infants, 24 for toddlers, and 26 for preschool). For each observation progression there will be three data points to review through an online portal and one score to submit.
- Based upon the data provided, participants will check a box on a summary sheet indicating the skill level best represented by the evidence presented.
- Participants will have 2 weeks in mid-January to review the data and submit completed child summary forms by scanning or submitting a photograph of their scoring sheet.
If you are interested in participating in this study, please complete the following survey.
Please note that this study was reviewed by the OEC Institutional Review Board as has been considered exempt due to the nature of this study.
Exciting information from Benetech (also known as Bookshare), regarding Accessible eBooks and commitment from major Education Publishers. The program will empower publishers to produce accessible eBooks and educators to easily recognize accessible content during the procurement process. This is a big step forward on our march toward making sure eBooks serve all students equally. The following article provides information related to accessible eBooks. This should not be considered the CSDE’s endorsement of any product or agency.
BENETECH ESTABLISHES GLOBAL CERTIFIED ACCESSIBLE PROGRAM TO ENSURE CONTENT SERVES ALL STUDENTS EQUALLY
PALO ALTO, Calif. — June 22, 2017 — Benetech<https://www.benetech.org/>, the leading software for social good nonprofit, in conjunction with Dedicon, Royal National Institute of Blind People, and Vision Australia, today announced Global Certified Accessible<https://www.benetech.org/our-programs/literacy/born-accessible/certification/>. The program is the first third-party ebook verification program for accessible content. Global Certified Accessible supports publisher efforts to meet or exceed accessibility requirements set by K-12 schools and post-secondary institutions. Today’s announcement comes on the heels of a six-month beta program with participation from industry leaders spanning educational, academic, professional, and trade publications.
Global Certified Accessible ensures students unable to read standard print due to blindness, low vision, dyslexia, or a physical disability have equal access to the same content as their peers. The program has a global footprint in order to serve students around the world. Benetech developed the certification standards and serves as the lead certification provider for North America. Dedicon provides certification for mainland Europe, Royal National Institute of Blind People for the United Kingdom, and Vision Australia for Australasia.
“The importance of electronically published books continues to grow, but many ebooks lack core accessibility features that students require, falling short of procurement requirements and student needs,” said Jim Fruchterman, founder and CEO, Benetech. “As the nonprofit operator of Bookshare<https://www.bookshare.org/>, the largest online library of accessible books, Benetech is well suited to offer a Global Certified Accessible program that not only gives procurement offices the confidence that comes with third-party certified materials but also allows publishers to serve a larger addressable market.”
Global Certified Accessible is part of Benetech’s Born Accessible<https://www.benetech.org/our-programs/literacy/born-accessible/> initiative, which encourages the education community to request accessible digital content and engages the publishing community to produce content that is accessible from the moment it is created. As a result of the recently released EPUB Accessibility Specification 1.0 and the growing demand for accessible materials, leading publishers and educational institutions are increasing their support for accessibility as a business and a classroom imperative.
Ingram Content Group’s VitalSource® and CoreSource® will include the accessibility ratings for eTextbooks from publishers participating in the Global Certified Accessible program as a part of their metadata and catalog feeds through Bookshelf®, VitalSource’s content-delivery platform. By doing so, procurement offices and school districts will be able to easily identify and prioritize third-party certified, accessible eTextbooks from publishers who choose to participate.
“VitalSource is excited to help accelerate the adoption of accessible publishing,” said Rick Johnson, VP of Product Strategy, VitalSource®. “As a global solutions provider, receiving accessibility certifications from Benetech and their global partners is a logical choice. As publishers increase their ability to produce content that provides access to all students, having a trusted source that can certify their accessibility will provide a welcome level of transparency to all involved.”
Learn more about Global Certified Accessible<https://www.benetech.org/our-programs/literacy/born-accessible/certification/>.
The Bureau of Student Assessment recently released two updated resources which include information on assessment for special student populations. These are the 2016-17 Assessment Guidelines and the 2016-17 Test Supports and Accommodations Form.
The updated 2016-17 Assessment Guidelines may be viewed on the Student Assessment web page under Special Populations Documentation and Resources. This resource provides guidance to Connecticut school district personnel who must make decisions about testing special student populations on the Smarter Balanced Assessments, the Connecticut Mastery Test (CMT) Science, the Connecticut Academic Achievement Test (CAPT) Science, the CMT Skills Checklist Science, the CAPT Skills Checklist Science, and the Connecticut Alternate Assessment (CTAA). These special student populations include students identified as eligible for special education services under the Individuals with Disabilities Education Act (IDEA), students identified as disabled under Section 504 of the Rehabilitation Act of 1973 and students who are identified as English Learners (EL). This decision-making also includes general education students who may require additional supports.
Further, the 2016-17 Test Supports and Accommodations Form, also available on the Student Assessment web page under Special Populations Documentation and Resources, was recently updated. The form is used to document the Smarter Balanced and CMT/CAPT Science supports and accommodations for students with disabilities or English Learners.
If after reviewing these documents you have questions about the special student populations, the criteria for participation in various assessment options or allowable supports or accommodations, please contact the Bureau of Student Assessment at 860-713-6837 or 860-713-6855.
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 email@example.com.
The Connecticut State Department of Education (CSDE) in partnership with the State Education Resource Center (SERC) is offering four professional learning opportunities related to Specific Learning Disabilities (SLD)/Dyslexia. In addition to these important SLD/Dyslexia learning opportunities, the CSDE/SERC partnership has planned an exciting Transition to Careers conference.
Please review the links below to learn more!
The Connecticut State Department of Education (CSDE) has published a resource document on assistive technology (AT) called the Connecticut’s Resource Guide of Assistive Technology, Supports and Accommodations for Daily Instruction and Formative, Interim and Summative Assessments.
The Individuals with Disabilities Education Improvement Act (IDEA) states that AT must be considered in the development of the Individualized Education Program (IEP). Students often need assistive technology supports to access instruction and participate in assessments.
The purpose of Connecticut’s Resource Guide of Assistive Technology is to inform educators, instructional staff, parents and students about available resources for consideration during instruction and highlight elements for individualized supports/accommodations that mirror supports utilized during instruction for assessment such as on the Connecticut’s Alternate Assessment (CTAA) and the Smarter Balanced Assessment Consortium (SBAC).
Utilizing these resources in conjunction with the Connecticut AT Guidelines during instruction as well as assessment, provides students access to enriched educational experiences, prepares them to be career and college ready, and ensures that positive educational outcomes can be realized for all students.
If you have questions related to the AT Resource Guide and/or AT Guidelines, please contact Thomas Boudreau, Bureau of Special Education, at 860-713-6925 or firstname.lastname@example.org.