Guilford Public Schools

The Guilford Public Schools PreSchool has openings in Fall 2010 for three and four year old students who do not have special needs. These students will act as peer models and mentors for special education students and aid in the development of the social, behavioral and language skills. There will be an informational meeting for parents only on December 2, 2009, at 1:30 p.m. at Guilford Lakes School. (more)

Parent Advisory Council

The Pupil Services Department has formed the Parent Advisory Council (PAC). The purpose of the PAC is to provide opportunities for parental involvement and to enhance communication to and from the Pupil Services Department Director, the Special Education Coordinators and Superintendent regarding systemic programmatic services for students with special needs. PAC membership is on a voluntary basis.

We want to ensure that PAC consists of a diverse group of parents which represents students of various disabilities, grade levels, ethnicity and gender; therefore we have established an application process. Dr. Thomas Forcella, Superintendent, and Dr. Patricia Brett, Director of Pupil Services review the applications and select applicants based on the following criteria:

• A representative for each disability category to the extent possible
• A representative for each level: elementary, middle and high school
• Unique skills and/or experiences
• Ability to serve the maximum of a two-year term and meet at least four times annually

Fall Family Forums

Please access the following link for information on Family Forums sponsored by the South Region of the State of Connecticut Department of Developmental Services: Fall Family Forums

Autism Insurance Bill

The Autism Insurance Bill was signed into law on June 9th by Governor M. Jodi Rell. It is a measure to expand group health insurance coverage for the diagnosis and treatment of autism spectrum disorders (ASDs). The bill requires companies to cover costs for ABA behavior therapy for children under 13 years of age as well as certain prescribed drugs and direct psychiatric and psychological services. The bill permits a policy to establish a maximum annual dollar limit for behavioral therapy of $50,000 for children less than 9 years of age and $35,000 for children 9-12 years old. For more information contact the Connecticut State Department of Education at www.csde.state.ct.us. To view the bill please link to Autisim Insurance Bill as of June 2009

The CT Special Education Parent Survey Report

The Connecticut Special Education Parent Survey Report (CSEPSR) 2008-2009 will be available on the Connecticut State Department of Education website this fall. 2007-2008 Summary Report

Pre-School

Pupil Services Overview

Every child has a right to a free, appropriate public education. Some children are exceptional and have disabilities, which make it difficult for them to learn in the regular public school program without special education services. The Department of Special Services assures that all children with disabilities between the ages of 3 and 21 will have the appropriate programs of instruction and related services designed to meet their individual needs.

When recommended by a Planning and Placement Team (PPT), special education instruction and related services are provided to Guilford students at all grade levels by certified and/or licensed professionals. Programs for special needs students are designed to encourage participation in the regular school program, wherever possible.

Connecticut Special Education Parent Survey Report

The Connecticut Special Education Parent Survey Report (CSEPSR) 2008-2009 will be available on the Connecticut State Department of Education website this fall. The State-wide CSEPSR for 2007-2008 is available at

Connecticut General Statues and the federal Individuals with Disabilities (IDEA) are laws that require the provision of special education and related services to eligible children with disabilities. These laws ensure that children with a disability have available to them a free appropriate public education (FAPE) in the least restrictive environment (LRE). Additionally, these laws give parents of children with disabilities the right to play an important role in their children's education. (For information regarding the protections of students under IDEA for disciplinary purposes, see the section titled "Procedures When Disciplining a Child", in the Steps to Protect a Child's Right to Special Education: Procedural Safeguards.

Parental Notification of the Laws Relating to the Use of Seclusion and Restraint in the Public Schools

What is Special Education?

Connecticut State Statutes define special education as "special classes, programs, or services designed to meet the educational needs of exceptional children." Exceptional children are those children who deviate either intellectually, physically, socially, or emotionally so markedly from normally expected growth and development patterns that they are or will be unable to progress effectively in a regular school program.

Special education is available to eligible children from age 3 until graduation or age 21. If a special education student turns 21 during the school year, special education will continue until the end of the school year.

A preschool child requiring special education and related services is entitled to a free, appropriate public education on and after the child's 3rd birthday. Eligibility for special education is determined by a Planning and Placement Team (PPT) evaluation -- the type and degree of exceptionality must be such that, without special education, it is unlikely that the child will be able to make satisfactory educational progress when reaching school age.

Teachers trained in special education provide instructional services to children with disabilities in the Guilford Public Schools. The extent of a special education teacher's involvement with a student with disabilities will vary, depending upon the student's need for special instruction. The special education teacher and classroom teachers collaborate on the selection and modification of lessons and activities, which are designed to enhance student success in the regular classroom.

Special Education Services

Guilford Public Schools provide a continuum of services and programs for children with disabilities based on their specifically identified needs. These programs will provide students with the opportunity to receive specialized instruction in basic academic courses from certified special education teachers in individual and small group instruction designed to supplement or reinforce the regular classroom curriculum.

If an appropriate program cannot be provided in the Guilford Public Schools, students are enrolled in special education programs in other districts or agencies, which are designed to meet their educational needs. Related services are offered to support a student's special education program when necessary. They include: speech and language therapy, counseling, occupational therapy, physical therapy, assessment and evaluation, school health service, and homebound instruction.

Child Study Teams

Whenever possible, students' needs are met in the regular education program. Students are referred for assessment and possible special education services only after the resources of the regular education program have been fully expended. The child study team is made up of staff members who meet weekly to review student concerns, plan strategies to assist students in the regular classroom, monitor student progress and, if necessary, refer for assessment of eligibility for special education. Concerns regarding individual students may be directed to the child study team by a parent(s) or staff member.

The Referral Process

Referrals usually come from a child's teacher, parent or the child study team. Referrals can, however, be made from other sources such as a family physician. If there is evidence that special education services may be needed, a referral is made to a designated PPT. Before the PPT can proceed to gather information, evaluate the child, and recommend an appropriate program, parents must be informed that their child is being considered for special education, and the parent must give their written consent before evaluation and testing can begin. Information is obtained only with the knowledge and consent of the parents and is available to the parents. Parents will be provided with a written notice and an invitation to a PPT meeting at least five school days prior to the scheduled meeting date.

Parents may refuse to give consent for the assessment and placement. Parents may also revoke consent it is has already been given. Regulations governing special education provide specific time schedules during which the evaluation and placement procedures must be completed. Placement of a student into a special program in the school district must take place within 45 schools days from the date of the referral. Generally, placement out of the school district must occur within 60 school days from the date of referral. These placement time limits do not include the time required to obtain written parental consent.

Least Restrictive Environment

Connecticut General Statutes define a least restrictive environment as one which meets the needs of a child requiring special education -- to the maximum extent possible -- but which fully serves children not requiring any special education or related services. Guilford Public Schools is committed to this concept, and to the importance of collaboration between staff and parents in order to maintain and enhance this type of environment.

Planning and Placement Team

A school-level Planning and Placement Team (PPT) is a group of professional personnel assigned to a specific school. The PPT is responsible for determining whether a child is eligible for special education services, and for planning an Individualized Educational Program (IEP) for that child. PPT membership consists of a school administrator, a teacher, and a member of the Department of Special Services, parents, and other appropriate staff. Parents may invite other individuals who they believe can contribute to the decision-making process.

All children who receive special services must have a written IEP, which describes each child's program. All IEPs are reviewed at least annually at a school-level PPT meeting.

Independent Evaluation

Parents have the right to an independent evaluation. The independent evaluator must be certified and qualified to conduct the evaluation. The Board of Education must pay for the independent evaluation or initiate due process is the school's evaluation is believed to be appropriate. The PPT may request that parents' personal insurance be used to help defray the cost of all independent evaluations that are agreed to by the PPT is appropriate.

Individualized Education Program

An Individualized Education Program (IEP) is a written plan, developed by a PPT, which describes the educational program for special education services. All IEPs are reviewed annually.

The IEP includes: the child's current levels of educational performance; special education and related services planned for the child; annual educational goals; short-term instructional objectives; special transportation requirements; the extent to which the child will participate in the regular school program; any modifications of the regular program which may be necessary; the amount of time to be scheduled for each part of the program; the date on which the program will begin; the criteria to determine if the goals are being achieved; and the exit criteria, which will determine when the special program is no longer appropriate.

Procedural Safeguards

Parents of a child who requires or may require special education or related services are guaranteed specific rights in accordance with State and Federal laws and regulations. Guilford Public Schools provides a detailed information brochure for parents upon request.

Confidentiality

In compliance with Guilford Public School's Board of Education policy and State and Federal regulations, the Guilford Public School's system strictly adheres to maintaining confidentiality of student records. Parents who wish to inspect their child's records are invited to contact the Director of Pupil Services.

Community Resources

KIDSTEPS Family and Children's Center, a division of SARAH, Inc. offers a unique, safe and accepting environment for parents/caregivers and their children to participate in small group activities and workshops. Their mission is to meet the needs of families concerned about their child's social, emotional, physical development and educational success. They provide theraputic, integrated and inclusive learning experiences for differently-abled children, ages birth to 12, their families and typcial peers. Their programs are open to all children.

Winter Brochure 2009
Program Highlights: Baby Sign, Girls Night Out, Group Guitar, Handwriting Skills, Music Together, Parent Chat, Parents as Play Partners, and Social Skills Groups

Pupil Services

Special Services in the Guilford Public Schools

Guilford PreSchool Seeks Typical Peer Mentors for Special Education Students