The following video clips are of data teams in action, and educators discussing their experiences in the Data Teams Project (Literacy).

This brochure was developed to assist families and school personnel as they plan for students with disabilities enrolled in choice programs in Connecticut.

The purpose of this review is to determine if the policies, practices, and procedures are consistent with the requirements of the IDEA.

A Reflective Process to Examine the Quality of IEPs

The purpose of the Educational Benefit Review Process is to provide a structured reflective process to assess the whether an IEP is reasonably calculated to provide educational benefit. This process assists educators and families in examining the characteristics of IEPs that increase student access to, participation in, and progress in general education by providing an appropriate education. The purpose of the Educational Benefit Review Process is to determine whether the design of the IEP was reasonably calculated for the student to receive educational benefit.

This document provides a background into the development of the Educational Benefit Review Process, as well as an overview of the process itself and a bibliography of resources.

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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

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This article by SERC Consultant Ruth Kirsch, Ph.D., LCSW discusses ADD/ADHD in the classroom.

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.

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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

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View a tutorial that describes revisions to the Guidelines for determining eligibility. Powerpoint tutorial with embedded notes.

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

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