Bureau of Special Education Update, March 2026
In This Issue
From the Director’s Desk
Okay February weather…we give, you win. March has to be better…right?
Despite the stormy winter conditions, the Connecticut State Department of Education (CSDE) has continued working diligently to support educators and families in improving outcomes for students with disabilities. While winter has brought its share of disruptions, our collective momentum has not slowed.
Our Back to School theme, "Progress through Partnerships," remains central to our work. As reflected throughout this month's update, the Bureau of Special Education (BSE) is actively collaborating with a range of partners on several significant initiatives designed to strengthen systems, improve practice, and enhance student outcomes statewide. Your input and feedback continue to be essential to this work.
We are currently engaged in a collaborative process to update Connecticut's 2008 SRBI Guidance Document. A national landscape analysis was conducted to ensure that the evolution of our guidance regarding Multi-Tiered Systems of Support (MTSS) reflects current research, evidence-based practices, and implementation lessons from across the country. This work is focused on ensuring clarity, coherence, and alignment across general and special education systems.
In response to recent legislation, we have also initiated a statewide Special Education Workload Analysis. This effort is designed to inform the development of a responsive state model that reflects the realities of service delivery while maintaining high expectations for student outcomes and compliance with IDEA requirements.
Additionally, we are working with partners to update the Parent Guide to Special Education to ensure that the resource is accessible, clearly written, and available in formats that are easily received and understood by families. Strengthening family engagement and access to understandable information remains a priority.
Our commitment to statewide professional learning continues, with ongoing training focused on high-quality IEP development and processes. Concurrently, the BSE is reviewing statewide data and key performance indicators to plan professional development and technical assistance for the 2026–2027 school year. This planning is aligned with the State Board of Education Strategic Plan, our responsibilities as a State Education Agency to maintain an integrated general supervision system, and feedback received directly from teachers, paraeducators, and related service providers across Connecticut.
Looking ahead, in addition to continuing the initiatives above, we will begin new work in several important areas. This includes development of a model contract framework for students placed in private special education settings, updates to the Paraeducator Guide to Special Education, and the launch of two competitive grant opportunities:
- A Trauma-Informed IEP Practices Grant
- A High-Quality Special Education Incentive Grant
These grant initiatives are designed to support districts in strengthening inclusive practices, expanding regional programming, and enhancing high-quality service delivery models for students with disabilities. Although I have mentioned only a fraction of our collective work, we hope you find this month's newsletter helpful as you navigate the busy months ahead.
Thank you for your continued leadership, dedication, and partnership with the Bureau of Special Education in advancing these important initiatives. Your collaboration and expertise are critical as we work together to strengthen systems and improve outcomes for students across our state.
In partnership,
Bryan Klimkiewicz
Division Director, Bureau of Special Education
Connecticut State Department of Education
General Supervision
Effective Policies & Procedures
As part of Connecticut's system of general supervision under 34 CFR §300.149, the Bureau of Special Education (BSE) continues to refine policies, procedures, and implementation guidance to ensure alignment between IDEA requirements and local practice. This work is informed directly by data collected through our general supervision mechanisms — including SPP/APR indicator data, integrated monitoring activities, dispute resolution trends, and fiscal oversight reviews — which help identify areas where additional clarification, technical assistance, or written guidance is needed.
When patterns of noncompliance, implementation challenges, or emerging practice questions are identified, the Bureau prioritizes the development or revision of guidance documents to promote statewide consistency and strengthen local capacity.
Based on the activities described above the The Bureau of Special Education has released two new guidance documents since our previous newsletter:
- CT-SEDS Parent Portal (updated) Guide (Please see CT-SEDS Highlights below)
- This guide provides an overview of the portal functionality, describes how parents access the portal, how to navigate the portal, and how to review and sign documents.
- Compliance Guidance for State Performance Plan/Annual Performance Report (SPP/APR) Indicator 12: Early Childhood Transitions. (Please see below in our Policy and Guidance section of the newsletter.
Additionally, the Bureau continues to engage directly with the field through monthly General Supervision LEA Advisory meetings. These meetings provide a structured forum for LEA leaders to dialogue directly with the BSE regarding general supervision activities, implementation challenges, and the latest legislative or policy developments. Feedback from these conversations informs ongoing updates to general supervision and monitoring activities.
Legislative Updates / Fiscal Matters
High Quality Special Education Incentive Grant Update:
- Public Act 25-93 §19 CSDE to administer competitive grant program.
- In-district or regional special education programming.
- Enhance / Improve or create new programming for existing eligible students.
- Application: The application will not be in eGMS. CSDE is creating a platform for the application.
- Once the application is launched, we will send an email to Superintendents and Directors and post information on our website.
- $9.9M Programming, $10M Capital Expenditure.
- Priority to Alliance District pursuant to section 10-262u.
- Funds may not be used for 3rd party vendors or private providers of special education.
Input / Feedback
Special Education Workload Study Survey for Providers
Are you a special education teacher, speech and language pathologist, school psychologist, or school social worker? If so, you should have received an email from CTSEWS@air.org with more information and a Special Education Workload Survey link. Please complete the survey by March 9. If you did not receive the email, please check your spam, and if you have any questions, please email CTSEWS@air.org.
Connecticut Comprehensive Literacy Survey
The Connecticut State Department of Education, in partnership with the Office of Early Childhood, invites all Connecticut stakeholders to participate in a Literacy Survey to deepen Connecticut's understanding of its Birth-Grade 12 literacy landscape. Your input will help shape Connecticut's Comprehensive Literacy Framework by identifying statewide priorities, strengths, and needs across the literacy continuum.
We also invite you to share the Literacy Survey with any interested participants. Insights from a diverse group of Connecticut stakeholders will better inform statewide guidance to support coherent, evidence-based literacy systems.
Please complete the survey by March 23, 2026. Questions may be directed to Deirdre Savarese at Deirdre.Savarese@ct.gov or Erin Edwards at Erin.Edwards@ct.gov.
Parent Guide to Special Education Update/Revision
The CSDE is currently partnering with CPAC and SERC to update the Parent Guide to Special Education. We would be grateful if you would share this brief survey with your parents and staff.
Share Your Voice!
The purpose of this communication is to collect feedback on the Parent Guide to Special Education, developed by the Connecticut State Department of Education. We are interested in hearing your opinion on all aspects of the Guide, including the format, how easy it is to read and understand, how to find it online, and any other aspects of the document. We want to gather a variety of perspectives and to hear from both individuals who have reviewed the Parent Guide and those who have not. Link: English Parent Guide
If you would like to change the language of the survey, please click the globe icon located in the upper right corner of the survey. When you submit this form, your personal information, such as your name and email address, will not be automatically collected unless you choose to provide it voluntarily.
Fill out the Parent Guide Survey
¡Comparta su opinión!
El propósito de esta encuesta es recopilar comentarios sobre la Guía para Padres sobre Educación Especial, desarrollada por el Departamento de Educación del Estado de Connecticut. Nos interesa recibir su opinión sobre todos los aspectos de la Guía, incluyendo el formato, qué tan fácil es de leer y entender, cómo encontrarla en línea y cualquier otro aspecto del documento. Queremos recopilar una variedad puntos de vista y primeras impresiones, y escuchar tanto a personas que han consultado la Guía para Padres como a aquellas que no lo han hecho. Enlace: Una guía de educación especial para los padres de Connecticut
Si desea cambiar el idioma de la encuesta, haga clic en el ícono del globo ubicado en la parte superior derecha de la encuesta.
Cuando envíe este formulario, no se recopilarán automáticamente sus datos, como tu nombre y tu dirección de correo electrónico, al menos que los proporciones voluntariamente. Encuestra para padres
Policy and Guidance Reminders
Assessment Office Update: LAS Links & CAAELP "Domain Exemptions" are not accommodations
"Domain Exemptions" on the LAS Links & CAAELP assessments are scoring exemptions approved by the CSDE and should not be included in IEPs (or Section 504 Plans). The CSDE created the Domain Exemption process for a small group of English learners/multilingual learners (ELs/MLs) who are dually identified and, due to the nature of their disability, may not be able to access or participate in the Listening or Speaking Domains of the English Language Proficiency (ELP) assessment. These students may be approved by the CSDE for a Domain Exemption for either LAS Links or CAAELP based on their level of access and functioning before the summative English Language Proficiency Assessment window. For students who take the LAS Links and have a Domain Exemption, the CSDE calculates an Overall Score without the exempted Domain(s). For students who take CAAELP, an Overall Score and Modality Score are calculated by the ELPA 21 testing consortium. This process and the subsequent score calculations allow students with a Domain Exemption on either assessment to meet the Mastery Standard and exit EL/ML status. Please note that a Domain Exemption is not an accessibility support. It should not be documented within the IEP or Section 504 Plan, as this is an assessment process reviewed and approved by the CSDE based on the student's current functioning before the opening of the testing window. Teams should not recommend in a PPT or Section 504 Meeting that a student receive a Domain Exemption, as it is a CSDE Performance Office assessment process.
Questions regarding Domain Exemptions can be directed to Katie Seifert at Katherine.Seifert@ct.gov
Early Childhood Special Education
Compliance Guidance for State Performance Plan/Annual Performance Report (SPP/APR) Indicator 12: Early Childhood Transitions
The guidance below was created based on the LEA responses that the CSDE received through the Indicator 12 (FAPE by Age 3) cleaning report in SEDAC. The purpose of this guidance is to assist LEAs in achieving compliance with Indicator 12, Early Childhood Transition. The LEA must conduct a timely evaluation and determine eligibility (34 CFR 300.301), and if the child is found eligible develop and implement the IEP (34 CFR 300.101(b)(1)(ii)). Children transitioning from IDEA Part C (Birth to Three) to IDEA Part B (Preschool Special Education) must have an IEP developed and implemented on or before their 3rd birthday.
Part C Notification
- Part C must notify CSDE & LEA at least 90 days before the child's 3rd birthday. (34 CFR 303.209(b)(1)(i))
- In Connecticut:
- Birth to Three 3-8 consent Form = official referral.
- The record appears in CT-SEDS via overnight data feed from Part C's data system.
- The LEA must process the referral, with or without IFSP/B23evaluations.
LEA Responsibilities Upon Receipt of Child's Record in CT-SEDS
- Process referral in CT-SEDS (by age 2 years, 9 months).
- Provide Part B Procedural Safeguards Notice to the parent. (34 CFR 300.504(a)(1))
- Document all communication in Contact Log and upload paperwork (if received from Birth to Three).
Residency/Enrollment
- Residency investigations may not delay IDEA timelines.
- For eligible students, IEP finalization with a begin date on or before the child's 3rd birthday is required regardless of the student's district enrollment status.
Revocation of Consent
- Birth to Three revocation does not cancel the IDEA Part B referral.
- The family must document, in writing, their request to withdraw consent for the referral to special education to the LEA.
- LEA must:
- Upload withdrawal documentation.
- Enter the Withdrawal Referral in the Referral tile in CT-SEDS.
The LEA is out of compliance with Indicator 12 if the:
- Referral is never started in CT-SEDS.
- Referral process is not completed in CT-SEDS.
- IEP begin date is after the child's 3rd birthday.
Abilities in Action
Madison Public School's Program of Alternative Learning (PAL)
The Program of Alternative Learning (PAL) serves to offer behavioral structures and supports to help students with needs in the area of social and emotional self-regulation. Through explicitly taught social skills lessons and the presence of a highly structured environment that offers multiple sources of positive reinforcement, students are able to learn the necessary skills needed to navigate the educational setting. We strive to offer each student the specific individual supports they need to be successful socially, emotionally, and academically. The program is located at Neck River Elementary School and will be expanding it to Madison's other elementary school next year. The program is homegrown and allows educators to educate students with behavior issues in the least restrictive environment.
Visit Program of Alternative Learning (PAL) for more information.
Madison Public School, Clinton Public Schools, Guilford Public Schools and CREC's STRIVE Program
STRIVE is a community based secondary transition program that is a collaborative with CREC and three public school districts. The collaborative allows the smaller districts to offer an 18-22 year old program. This is a great example of a RESC supporting districts to provide high quality services to students in district and their community.
For more information, visit: CREC: STRIVE (Southern Transition Real-World and Independent Vocational Education) | Hartford, Connecticut or STRIVE program overview.
Your district/program could be featured in the next issue! Inspire others by submitting your success stories or achievements! We look forward to hearing from you!
Fill out the Abilities in Action Submission Form
Training and Professional Development Highlights
Understanding Drivers of Chronic Stress and Burnout and What Can Be Done
Date: Friday, March 13, 2026, 1 – 2:30pm
Chronic stress among educators is a primary factor underlying absences, burnout and turnover. Participants will delve into the complexities of stress, chronic stress and burnout, will deepen their understanding of stress responses, and explore how chronic stress manifests in the body and mind. Through guided reflection, use of real-life scenarios, and identity-based inquiry, participants will discover personal and systemic contributors to stress and burnout. The session offers both individual and systemic tools to support healing, wellness and sustained impact.
For more information and registration visit: Understanding Drivers of Chronic Stress and Burnout and What Can Be Done, Friday, March 13, 2026, 1 - 2:30pm - Events - State Education Resource Center.
Impact of Childhood Trauma for Student of Color - Multi Day
Date: Wednesday, March 18, 2026, 9am – 3pm
Location: SERC, 175 Union Street, Waterbury, CT 06706
This professional learning opportunity will provide an understanding of at least three symptoms of traumatic stress in children and adolescents of color, evidence-based practices for working with these students, and related trauma-informed interventions that can be implemented in schools. SERC will track progress, and the school will demonstrate growth using a Participant Feedback and Knowledge Survey.
For more information and registration visit: Impact of Childhood Trauma for Student of Color - Day 1, Wednesday, March 18, 2026, 9am - 3pm - Events - State Education Resource Center.
Using Assessment Data to Develop Present Levels of Performance and IEP Goals and Objectives in the Areas of Reading and Written Expression - (High School)
Date: March 25, 2026, 2-3pm
Unlock Student Potential: Transform Assessment Data into Targeted Goals
Are you looking to bridge the gap between assessment data and meaningful student progress? Join us for an insightful seminar on "Using Assessment Data to Develop Present Levels of Performance and Goals and Objectives in the Areas of Reading and Written Expression." This session will equip High school educators and specialists with practical strategies to analyze assessment data effectively, craft precise present levels of performance, and set measurable, individualized goals. Learn how to translate data into actionable steps that drive student success in reading and writing. Don't miss this opportunity to enhance your instructional planning and create impactful learning experiences!
For more information and registration visit: Using Assessment Data to Develop Present Levels of Performance and IEP Goals and Objectives in the Areas of Reading and Written Expression - (High School), Wednesday, March 25, 2026, 2 - 3pm - Events - State Education Resource Center.
Social Emotional Learning within Multi‐tiered Systems of Support
Date: Tuesday, March 31, 2026, 9am – 3pm
Location: SERC, 175 Union Street, Waterbury, CT 06706
This session explores the integration of Social-Emotional Learning (SEL) practices into a multi-tiered framework to promote equity, emotional intelligence and positive outcomes for all students. Participants will engage in discussions on identity-centered SEL, translanguaging, and the role of systems thinking in fostering inclusive learning environments and positive school climates. Through interactive activities and guided reflections, educators will develop strategies to recognize and support students' social, emotional, and behavioral assets and needs while aligning SEL within MTSS structures. The Connecticut definition of SEL, the Social, Emotional and Intellectual Habits of Mind, identity centered practices, and other relevant resources will be used as guiding principles for implementation.
For more information and registration visit: Social Emotional Learning within Multi‐tiered Systems of Support, Tuesday, March 31, 2026, 9am - 3pm - Events - State Education Resource Center.
CT-SEDS Highlights
Parent Portal Quick Guide
The parent portal quick guide has been updated to provide a more detailed description and step by step process for parents/guardians to reference when logging into the Parent Portal. Please share this important guide with your students' parents/guardians. This guide will be available in Spanish in the near future.
Office of Dyslexia and Reading Disabilities Updates
ODRD Newsletter, Podcasts, and Webinars
- Check out our monthly newsletter - The Monthly Decode
- Check out our podcasts
- If you weren't able to attend November or January's sessions focused on Using Assessment Data to Develop Present Levels of Performance and IEP Goals and Objectives, view recordings of the webinars
Voluntary Family Reading History Questionnaire
Pursuant to Connecticut General Statutes (C.G.S.) Section (Sec.) 10-14ee, the Connecticut State Department of Education (CSDE) has approved the abbreviated Adult Reading History Questionnaire (ARHQ-brief) as the required voluntary family history questionnaire to assist districts in the identification of students in grades Kindergarten through third (K–3) who are at risk for reading proficiency challenges. In the document you will find the following:
- Letter to Charter School Directors and Superintendents
- The Voluntary Family Reading History Questionnaire
- Sample Letter to Families
- Voluntary Family Reading History Questionnaire Question-by-Question Guide
- Voluntary Family Reading History Questionnaire: Frequently Asked Questions
The Sample Letter to Families and Questionnaire are also available in Spanish and Portuguese.
View information about the Voluntary Family Reading History Questionnaire.
Upcoming ODRD Events
Read Across America with Carmen Agra Deedy
- Friday, March 6, 2026
- 1:00–2:00 p.m.
- Register for Read Across America with Carmen Agra Deedy
Resources
Low-Cost and No-Cost AT: For Educators and Families
Do you know how to access the best technologies for your children's education? Did you know that many assistive technologies cost little or nothing to you or your school? This hands-on session is designed for educators and families of students with disabilities, learning differences, and any kind of academic challenge in school. Participants will learn about low‐cost and free technologies including open-source software, online resources, apps, and accessibility features built into the technology many of us use every day. These valuable tools, including low-tech options, support student learning in school and at home by providing an alternative means of accessing the same classroom curriculum as their peers. SERC will display and demonstrate various assistive technologies in this session, and participants will have the opportunity to create and take home their own customized version of assistive technology.
This SERC/CSDE workshop is in collaboration with Tech Tools for Life and Connecticut Tech Act project.
Thursday, March 26, 2026, 9am – 3pm
View more information: Low-Cost and No-Cost AT: Session A - For Educators and Families, Thursday, March 26, 2026, 9am - 3pm - Events - State Education Resource Center.
Upcoming Events
CT Reading Association, Inc. Conference 2026
Charting Your Course: Planning for Literacy Success!
Wednesday, March 11th | 8am - 3pm
For more information visit: Connecticut Reading Association, Inc. - Conference 2026
LEARN disABILITY Summit
We are excited to welcome families, caregivers, educators, and community members to the 6th Annual LEARN disABILITY Summit! This important region wide event will be held on Saturday, March 14, 2026 from 10:00 am - 3:00 pm at the Great Wolf Lodge Conference Center in Mashantucket, CT.
This free, family-friendly event brings together individuals and organizations dedicated to supporting individuals with disabilities from birth to age 21. Attendees can explore a wide range of exhibitors, connect with local service providers, and gather helpful resources. Last year's Summit featured 60+ exhibitors, 10 community partners, and welcomed over 500 attendees from across the region. The event offers a meaningful opportunity to learn, connection, and celebrate inclusion in action.
Admission and parking is free, and all are welcome! We invite you to join us for a day of learning, collaboration, and community. For questions, please email us at disabilitysummit@learn.k12.ct.us. Please note, this mailbox is only monitored during business hours and it may take up to 48 hours to receive a response.
Attend the Disability Summit via LEARN Student Support Services.
11th Annual Secondary Transition Symposium: Youth Leading a Changing World
The Connecticut Secondary Transition Symposium brings students and their families together with educators and other professionals to improve secondary transition programming and services for students with disabilities.
The 11th Annual Secondary Transition Symposium will build the capacity of educators and other professionals, in partnership with middle and high school students with disabilities and their families, to help ensure successful postsecondary outcomes. There will be a variety of presentations for families, youth, and professionals.
Date: Wednesday, March 18, 2026
Location: CCSU Campus, New Britain Student Center, 105 Ella Grasso Blvd, New Britain, CT 06053
For more information and registration visit: 11th Annual Secondary Transition Symposium: Youth Leading a Changing World, Wednesday, March 18, 2026, 8am - 2pm - Events - State Education Resource Center.
Special Education College Fair for Students and Families
The Westport Day School is hosting their 3rd Annual Special Education College Fair and would like to welcome all students and families to attend.
Date: March 19th 5:00-8:00 pm
Location: 372 Danbury Rd. Wilton, CT 06897
Please share with your families and/or contact Westport Day School if you have any questions.
UConn "Husky" Time for High School Students who are Deaf, Deafblind, & Hard of Hearing
The UConn Center for Students with Disabilities is offering a one-day program to college designed specifically for Deaf, Deaf/Blind and Hard of Hearing high school students. This is a program for students who are contemplating their future goals and may be wondering if college is right for them or are unsure of what is involved. The program will take place on March 26th, with a registration deadline of March 5. Register for "HUSKY TIME" on March 26, 2026.
CT Dyslexia Awareness Collaborative: Night at the Rink
The Connecticut Dyslexia Awareness Collaborative (CT-DAC), in partnership with the Connecticut State Department of Education, will host Dyslexia Awareness Collaborative Night at the Rink. This family-friendly community event will highlight the importance of dyslexia awareness, early identification, and evidence-based support through educational resources, community partnerships, and shared stories of resilience.
Students earn a free ticket if they complete the reading log!
Date & Time: Saturday, April 18, 2026 6:05 p.m.
Location: MassMutual Center 1277 Main Street, Springfield, MA 01103
Who Should Attend: All Connecticut and Massachusetts families, educators/LEAs, students, professional organizations/advocacy agencies, community organizations, and libraries
View the Dyslexia Awareness Collaborative Night at the Rink flyer for more information.
Contact: For more information, contact Aimee Gauvin at aimee.gauvin@ct.gov
Inclusive School Safety Event at SCSU in New Haven
On behalf of the Connecticut Center for School Safety and Crisis Preparation at Western Connecticut State University (WCSU), in collaboration with Southern Connecticut State University (SCSU), you are invited to a statewide professional event focused on advancing safe, inclusive practices for students with disabilities.
Date: Tuesday, April 28th
Time: 8:30am – 3:45pm
Flyer: Inclusive School Safety Event flyer (April 28, 2026)
The conference kicks off with a Parent event the night before:
Date: Monday, April 27th
Time: 4:30 – 7:30pm
Flyer: Inclusive School Safety parent event flyer (April 27, 2026)