A comprehensive guide to Connecticut Transition Resources.  

The purpose of transition assessment is to identify a student’s strengths, preferences, interests, and needs and then assimilate these findings into a rigorous school program complete with realistic postsecondary goals, a challenging course of study, practical real-life community experiences, extra-curricular activities, and paid work, as appropriate, for an individual student.

This guide was created for middle and high school students as an instructional tool for the
development of self-advocacy skills and transition planning.

Powerpoint presentation on Workforce Innovation & Opportunity Act which was presented by Patricia L. Anderson, Ph.D. from the Bureau of Special Education.   

This repository of videos and handout files is from the 2014 back-to-school meeting held by the CT State Department of Education Bureau of Special Education.

Teachers, administrators, and families want all children to succeed. There are many ways to get children who are struggling to learn the additional help they need to be successful. One way is with the use of “scientific research-based interventions” (SRBI).

This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using SRBI as a framework to improve teaching and learning. Also included here are ways families can be a part of the decision-making process and what to do when you have concerns about your child’s progress.

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This useful parent-friendly primer includes essential concepts and key terms related to Response to Intervention.

The Bureau of Accountability and Improvement has partnered in the past two years with several universities and colleges statewide to provide training and information in the Connecticut Accountability and Learning Initiative (CALI) and the Department’s district improvement efforts.

This symposium, sponsored by the Connecticut State Department of Education, was designed to provide information regarding the initiatives that the CSDE has been working on with the goal of raising student achievement. These include the Connecticut Common Core State Standards in English Language Arts and Mathematics, the Teacher Education and Mentoring program and newly revised CALI modules in assessment, use of data and differentiated instruction.

Part 1

Part 2

Part 3

Part 4

Part 5

Response to Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions.

The Core Principles of Rtl:
We can effectively teach all children if we…

1. Intervene early;
2. Use a multi-tiered model of service delivery;
3. Use problem-solving logic to make data-driven decisions;
4. Use research-based, scientifically validated interventions/instruction to the extent available;
5. Monitor student progress to inform instruction;
6. Use data to make decisions;
7. Use assessment for three different purposes: 1) screening; 2) diagnosis; and 3) progress monitoring.

RtI requires a shift in thinking in the areas of student learning, assessment, and instruction.

• Learning shift: Each student can learn if matched with effective instructional strategies.
• Assessment shift: Assessment is no longer placement-oriented, but is now teaching-oriented (i.e., focused on what to teach and how to teach it).
• Instruction shift: Effective teaching practices should be used school-wide. If integrity of implementation can be ensured, change practices only when evidence proves otherwise.

Rationale & Resources -- Early Intervention

Connecticut schools must have appropriate alternative programs and interventions that provide a continuum of educational opportunities to students as part of the regular education program.

C. G. S. sec. 10-76d-7, (Referral) P. A. 98-243

Rationale & Resources -- Scientifically-Based Research/Evidence-Based Practices

Scientific research-based instruction (SRBI) includes instructional practices and programs for which original data have been collected to determine their effectiveness. Scientifically-based, rigorous research designs have been utilized to evaluate the practices: randomized, controlled trials; regression discontinuity designs; quasi-experiments; single subject studies; and qualitative research.

The Access Center. The Access Center Research Continuum. Retrieved February 23, 2007 from http://www.k8accesscenter.org/training_resources/documents/ACResearchApproachFormatted.pdf

Evidence-Based Practices

Evidence-based practices refers to strategies, processes, and curricula for which information exists to support adoption and sustained use. Scientific evidence is derived from studies that (a) carefully identify and control for vairables and (b) demonstrate the level of confidence with which outcomes and results can be associated with those variables.

OSEP Center on Positive Behavioral Interventions and Supports. (2005). School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment. http://www.pbis.org

Resources on SRBI & Evidence-Based Practices

• Beghetto, R. (n.d.). Scientifically based research. Retrieved April 12, 2007, from Clearinghouse on Educational Policy and Management: http://eric.uoregon.edu/publications/digests/digest167.html
• Gersten, R. (n.d.). Types of research and their roles in improvement of practice. Retrieved April 12, 2007, from National Center for Learning Disabilities: http://www.ncld.org/Research/research.types.cfm
• Mid-Continent Research for Education and Learning (MCREL) and the Education Commission of the States. (n.d.). A policymaker's primer on education research: how to understand, evaluate, and use it. Retrieved April 12, 2007, from http://www.ecs.org/html/educationIssues/Research/primer/index.asp
• National Dissemination Center for Children with Disabilities. (n.d.). Research 102: adding up the evidence. Retrieved April 12, 2007, from http://www.nichcy.org/resources/research102.asp
• North Central Regional Educational Laboratory (NCREL). (n.d.). Improving student achievement and teacher effectiveness through scientifically based practices. Retrieved April 12, 2007, from http://www.ncrel.org/policy/pubs/html/vp11/
• North Central Regional Educational Laboratory (NCREL). (n.d.). Understanding the No Child Left Behind Act of 2001: scientifically based research. Retrieved April 12, 2007, from http://www.ncrel.org/csri/tools/qkey7/
• Scientifically based research. (2004, Jan-Jun). Retrieved April 12, 2007, from T. H. E. Journal's Exclusive Series: www.thejournal.com/magazine/deptmenu.cfm
• Stanovich, P. S. (n.d.). Using research and reason in education. Retrieved April 12, 2007, from National Institute for Literacy: http://www.nifl.gov/partnershipforreading/publications/k-3.html
• Talk Back Live. (Education Week, Interviewer), February 26, 2004
• The Center for Education of the National Academies. (n.d.). Scientific research in education (executive summary). Retrieved April 12, 2007, from http://www.nap.edu/books/03090829/html/
• The Council for Excellence in Government. (n.d.). Identifying and implementing educational practices supported by rigorous evidence: a user-friendly guide. Retrieved April 12, 2007, from U. S. Department of Education: http://www.excelgov.org/evidence
• The Council for Exceptional Children. (2005). Research in special education: scientific methods and evidence-based practices. Exceptional Children 71(2) , 137-149.
• The Florida Center for Reading Research: http://www.fcrr.org
• What Works Clearinghouse. (n.d.). Retrieved April 12, 2007, from http://www.w-w-c.org Whitehurst, G. ". (2004, February 26).

SERC Library Holdings on SRBI & Evidence-Based Practices

Print Resources

• Brown-Chidsey, Rachel and Mark W. Steege. 2005. Response to Intervention: Principles and Strategies for Effective Practice. The Guilford Press, NY: 176 pp.
• Hardcastle, Beth and Kelly Justice. 2006. RtI and the Classroom Teacher: A Guide for Fostering Teacher Buy-in and Supporting the Intervention Process. LRP Publications, West Palm Beach, FL: 69 pp.
• Lenz, B. Keith. 2004. Teaching Content to All: Evidence-based Inclusion Practices in Middle and Secondary Schools. Allyn and Bacon, Boston, MA: 380 pp.
• McCardle, Peggy; and Vanita Chhabra. 2004. The Voice of Evidence in Reading Research. Paul H. Brookes Publishing Co., Baltimore, MD: 496 pp.
• Rutheford, Robert B. (ed.). 2004. Handbook of Research in Emotional and Behavioral Disorders. The Guilford Press, NY: 622 pp.
• Sprague, Jeffrey R. 2005. Safe and Healthy Schools: Practical Prevention Strategies. The Guilford Press, NY: 180 pp.
• Swanson, H. Lee; Harris, Karen; and S. Graham (eds.). 2003. Handbook of Learning Disabilities. The Guilford Press, NY: 588 pp.

Rationale & Resources -- Early Intervening Services

Section 613(f) of IDEA 2004:

• adds “early intervening services” to the statue under local education (LEA) eligibility;
• allows LEA implemented and coordinated early intervening services;
• clarifies the relationship between Free and Appropriate Public Education (FAPE) and early intervening services;
• establishes reporting requirements;
• establishes coordination with the Elementary and Secondary Education Act of 1965 (aka, No Child Left Behind Act [NCLB]);
• permits the use of LEA Part B funds to develop and implement early intervening services;
• requires early intervening services in the case of significant disproportionality.

United States Department of Education, IDEA 2004

http://idea.ed.gov/

Section 300.309 of the Connecticut IDEA Regs re: Specific Learning Disabilities:

(b) To ensure that underachievement in a child suspected of having a SLD is not due to lack of appropriate instruction in reading or math, the group (PPT) must consider, as part of the evaluation:

1. Data that demonstrate that, prior to, or as part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and
2. Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.

RtI and IDEA 2004

In determining if a child has a “specific learning disability (SLD)” through evaluation procedures, a district—

• Shall not be required to use the severe discrepancy model (sec. 614(b)(6)(A));
• May use a process that determines if the child responds to scientific, research-based intervention (sec. 614(b)(6)(B)).

SERC Library Holdings

Print Resources

• Brown-Chidsey, Rachel and Mark W. Steege. 2005. Response to Intervention: Principles and Strategies for Effective Practice. The Guilford Press, NY: 176 pp.
• Hardcastle, Beth and Kelly Justice. 2006. RtI and the Classroom Teacher: A Guide for Fostering Teacher Buy-in and Supporting the Intervention Process. LRP Publications, West Palm Beach, FL: 69 pp.
• Lenz, B. Keith. 2004. Teaching Content to All: Evidence-based Inclusion Practices in Middle and Secondary Schools. Allyn and Bacon, Boston, MA: 380 pp.
• McCardle, Peggy; and Vanita Chhabra. 2004. The Voice of Evidence in Reading Research. Paul H. Brookes Publishing Co., Baltimore, MD: 496 pp.
• Rutheford, Robert B. (ed.). 2004. Handbook of Research in Emotional and Behavioral Disorders. The Guilford Press, NY: 622 pp.
• Sprague, Jeffrey R. 2005. Safe and Healthy Schools: Practical Prevention Strategies. The Guilford Press, NY: 180 pp.
• Swanson, H. Lee; Harris, Karen; and S. Graham (eds.). 2003. Handbook of Learning Disabilities. The Guilford Press, NY: 588 pp.