Resources
This compilation of standards has been developed to guide school districts in their efforts to ensure that the programs and services provided by their pupil services staff are of the highest caliber and provide optimal benefit to the school community. The document should help school districts achieve a clear, thoughtful, programmatic focus, plan and implement effective programs and services, enhance the organization and management of pupil services, and provide services in a manner consistent with best professional practice. It should also help inform school administrators and other school personnel about the diverse roles and functions that pupil services specialists can perform, thus promoting understanding and enhanced use of the expertise of these school professionals.
- URL: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/QPPupilSrves.pdf
- Publication Date: 1999
- Content Type: ISSS, Pupil Services
- Grade Level: Elementary School, Middle School, High School
Whenever there is a school shooting or some other highly publicized crisis event that envelops schools, we are asked by the media for our perspective on the role of mental health in schools across the country. Here are five of the most frequently asked questions and our responses.
This compilation of standards has been developed to guide school districts in their efforts to ensure that the programs and services provided by their pupil services staff are of the highest caliber and provide optimal benefit to the school community. The document should help school districts achieve a clear, thoughtful, programmatic focus, plan and implement effective programs and services, enhance the organization and management of pupil services, and provide services in a manner consistent with best professional practice. It should also help inform school administrators and other school personnel about the diverse roles and functions that pupil services specialists can perform, thus promoting understanding and enhanced use of the expertise of these school professionals.
- URL: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/QPPupilSrves.pdf
- Publication Date: 1999
- Content Type: ISSS, Pupil Services
- Grade Level: Elementary School, Middle School, High School
Overiew:
Guidelines for Speech and Language Programs: Determining Eligibility for Speech and Language Services Under IDEA is designed to facilitate the implementation of consistent practices in Connecticut for determining children’s eligibility for speech and language services as special education or as a related service. These practices focus on four major areas: early intervening services, evaluation procedures, documentation and Planning and Placement Team (PPT) decisions about eligibility. This publication is the revised edition of Guidelines for Speech and Language Programs: Volume II: Determining Eligibility for Special Education Speech and Language Services, which was published as a working draft in 1999. This edition includes revisions required by the reauthorization of the Individuals with Disabilities Education Act (called the Individuals with Disabilities Education Improvement Act, 2004) and its accompanying regulations (as amended in 2006), as well as amendments to Connecticut special education statutes and regulations. This updated document also reflects feedback and recommendations received by the Connecticut State Department of Education (CSDE) from school-based speech and language pathologists (SLPs), school administrators and faculty at the state’s university training programs in speech and language pathology.
Speech-Language Eligibility Forms in PDF fill-in format (2008)
- Early Intervening Services
- Evaluation
- Fluency
- Language
- Phonology
- PPT Report
- Reevaluation
- Voice
- Supplemental Resource Packet for the Guidelines for Speech and Language Programs (2008) [ZIP]
- URL: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Speech_Language_2008.pdf
- Publication Date: 2008
- Content Type: Speech and Language, ISSS, Guidelines
- Grade Level: Elementary School, Middle School, High School
Overview:
Physical therapy and the physical therapist’s role in educational settings have evolved along with educational reforms. More recently therapists, school administrators and teachers are searching for service models relevant to educational environments and curriculum. Parents, students, and school personnel seek collaboration, mutual decision-making, and inclusion of students with their peers as much as possible. However, the education and training for physical therapists covers services in many settings such as hospitals, nursing homes and schools. Training includes assisting people of all ages, using diverse therapy approaches.
- URL: http://portal.ct.gov/-/media/SDE/Special-Education/PTGuidelines.pdf
- Publication Date: 1999
- Content Type: Physical Therapy, ISSS, Guidelines
- Grade Level: Elementary School, Middle School, High School
Overview:
Occupational therapy and the occupational therapist’s role in educational settings have evolved along with educational reforms. More recently therapists, school administrators, and teachers are searching for service models relevant to educational environments and curriculum. Parents, students and school personnel seek collaboration, mutual decisionmaking, and inclusion of students with their peers as much as possible. However, the education and training for occupational therapists covers services in many settings such as hospitals, nursing homes and schools. They are trained to assist people of all ages, using diverse therapy approaches.
- URL: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/OTGuidelines.pdf
- Publication Date: 1999
- Content Type: Occupational Therapy, ISSS, Guidelines
- Grade Level: Elementary School, Middle School, High School
This guideline document is intended to provide educators in Connecticut with recommended practices concerning eligibility determination, assessment, and program services for students with serious emotional disturbance (SED). As described in these guidelines, students with SED exhibit atypical behavior that is persistent, generalized and extended over time and situations. Their atypical behavior adversely affects their educational performance and is significantly deviant from and infrequently seen among their age-level peers. Although many students may at times exhibit disturbing school behavior that appears consonant with the definition of serious emotional disturbance, they are not necessarily eligible for special education services. The absence of key distinguishing features (e.g., pervasiveness, limited control of their actions) will preclude some students from meeting the criteria for having a serious emotional disturbance. These considerations and other features will be described and clarified within this document.
- URL: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/SEDguide.pdf
- Publication Date: 1997
- Content Type: Emotional Disturbance, Guidelines
- Grade Level: Elementary School, Middle School, High School
A Checklist of Knowledge and Skills for Teachers Supervising Paraprofessionals in Preschool‐12
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Paraprofessionals are an important part of the early intervention and educational workforce. As articulated in the introduction of the Connecticut Guidelines for Training and Support of Paraprofessionals Working with Students, Birth to 21 (2004), “paraprofessional roles and responsibilities continue to grow and systems must work diligently to ensure high quality personnel and services (page 4)”. This Assessment Checklist for Paraprofessionals (AC) is designed to aid teachers, supervisors, and administrators to support and enhance the skills of paraprofessionals through training and ongoing supervision. This assessment is also intended to be used as a guide for paraprofessionals in self-assessment and self-improvement, a collaborative informal assessment between paraprofessional and supervisor, a needs assessment regarding paraprofessionals in a school or district, and/or a guide in the design of professional development for paraprofessionals.
This document integrates material taken directly from the American Speech-Language-Hearing Association (ASHA) Guidelines for the Training, Credentialing, Use and Supervision of SpeechLanguage Pathology Assistants (Asha, 38, Spring 1996), and the Report the Consortium of Organizations on the Preparation and Use of Speech-Language Paraprofessionals in Early Intervention and Educational Settings (CEC, January, 1997). This implementation guide addresses Connecticut’s diverse settings and current requirements for the provision of speech-language pathology services.
This document, Paraprofessionals and SRBI, is the first in a series of documents to provide guidance and support to districts in the implementation of the SRBI framework.
This issue of the CT LRE News from 2010 focuses on the contributions of paraprofessionals to high-quality educational programming for students with disabilities.
