1. DEPARTMENT OF SPECIAL SERVICES 2013-14 PROJECTIONS PREPARED BY KIM CULKIN, DIRECTOR OF SPECIAL SERVICES MARCH 2013

2. WHAT IS SPECIAL EDUCATION? Individuals with Disabilities Education Act 2004 (IDEA) Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability ("IDEA", 2004, p. § 602 (629)

3. SPECIAL EDUCATION Adapting, as appropriate to the needs of an eligible child…, the content, methodology, or delivery of instruction: To address the unique needs of the child that result from the child's disability; and To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. ("34 CFR", 2006 § 300.39 (b) (3))

4. IDEA Special education: mandated by both state and federal law. Special education laws do not consist of a series of specific mandates. Rather, they establish broad requirements that school districts identify children with disabilities that affect their educational performance and provide them with a free and appropriate public education tailored to their individual needs. Federal and state laws and regulations also impose procedural, notice, and due process requirements for implementing the overarching mandate.

5. MAINTENANCE OF EFFORT For an LEA to qualify for federal IDEA funds, under the maintenance of effort guidelines, they must demonstrate that they have budgeted an amount of local funds, or a combination of local and state funds, equal to or greater than what was budgeted the previous fiscal year for the education of students with disabilities.

6. WHO IS ELIGIBLE? Must fit one of enumerated categories according to IDEA definitions By reason of disability, must need special education (specially designed instruction) and related services

7. WHO IS ELIGIBLE? STUDENT AGE 3-21 MUST FIT ONE OF ENUMERATED CATEGORIES ACCORDING TO IDEA DEFINITIONS Autism Deaf and Blind Developmental Delay (ages 3-5 only) Emotional Disturbance Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Specific Learning Disabilities Speech or Language Impairment Traumatic Brain Injury Visual Impairment Other Health Impairment ADD/ADHD

8. CONDUCTING EVALUATIONS School districts required to conduct a full and individual evaluation for each child being considered for eligibility for special education and related services IDEA 2004 provides the purpose of assessments is to gatherrelevant functional, developmental, and academic information Evaluations must be sufficiently comprehensive to identify all of the childs educational needs, whether or not they link to the disability category

9. EVALUATION TIMELINES IDEA 2004 – must determine eligibility determinations within 60 calendar days of receiving parental consent for the evaluation or within the state-determined timeframe (another 30 days to implement IEP) In CT, an IEP must be implemented within 45 school days from date of referral

10. COMPONENTS OF THE IEP Statement of special education and related services to be provided Who, when (frequency,) where (setting) An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and other school activities Statement of any individual appropriate accommodations that are necessary to measure academic achievement and functional performance of the child on district-wide or statewide assessment tests Transition services and planning

11. CHILD FIND Each public agency must locate, identify, and evaluate all children with disabilities enrolled in private schools located in the school district served by the agency

12. LEAST RESTRICTIVE ENVIRONMENT ( LRE ) CONSIDERATIONS All school districts must ensure that to the maximum extent appropriate, children with disabilities are educated with children who are non-disabled

13. PROGRAMMING FOR STUDENTS WITH DISABILITIES Region 14 provides a continuum of alternative placements to meet the needs of students with disabilities who require special education and related services including: instruction in regular classes, special classes, special schools, homebound instruction and instruction in hospitals and institutions. In addition, supplementary services (such as a resource room) are provided in conjunction with regular class placement.

14. REMOVAL FROM REGULAR EDUCATION A child may be removed only if the nature or severity of his or her disability is such that education in regular education classes with the use of supplementary aids and services cannot be achieved satisfactorily

15. DETERMINING PLACEMENT In determining the educational placement of a student with a disability, including a preschool student with a disability, the District ensures that the placement decision is made in conformity with the LRE provisions of IDEA. The placement decision is made by the PPT. The placement of each student with a disability is determined, at least annually, based upon his/her IEP. Students are educated as close to their home as possible.

16. DETERMINING PLACEMENT (CONT.) In selecting the least restrictive environment, consideration is given to any potential harmful effect on the student or on the quality of services the student needs. Each IEP includes an explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic activities, and a justification for removal from regular education. Each student requiring special education and related services is educated in the school that he or she would attend if he or she did not require special education and related services, unless the IEP requires another placement.

17. REGION 14 Focused Monitoring - student file reviews - four full days of embedded activities including further root cause analysis of our data for students with disabilities - a parent survey - classroom observations -staff and student interviews -instruction in the educational benefit process -facilitation of a reflective district self-study -facilitation of the development of a Focused Monitoring Improvement Plan on which we will offer the BSE periodic progress reports.

18. DISTRICT MANAGEMENT COUNCIL The Review will focus on how to raise achievement of struggling students, increase equity for staff and manage costs. The study will focus equally on general education and special education. DMCs goal is described as meaningful, real improvement for students and taxpayers, not just a bound report.