CSDE Bureau of Special Education outlines monitoring, new autism worksheet and grant plans

Brian Klumpkiewicz, special education division director at the Connecticut State Department of Education, told the State Advisory Council for Special Education on Nov. 19 that the bureau has posted a draft autism eligibility worksheet for public review and is soliciting feedback through the end of the month.

The worksheet — intended to replace the prior tool — was among several updates Klumpkiewicz delivered on the bureau’s work to support local school districts. He said the department is completing IDEA Part B grant reconciliations with LEAs based on final U.S. Department of Education (OSEP) allotments and that integrated monitoring activities — parent interviews, classroom observations and IEP reviews — have resumed in a new cohort of districts.

Why it matters: The worksheet and enhanced monitoring are part of state efforts to tighten eligibility guidance and improve special-education services across districts. The bureau also flagged resources and technical assistance designed to support recruitment, retention and transition planning for older students.

In the presentation Klumpkiewicz described public transition program (PTP) standards nearing final approval and planned on-site reviews with SERC partners to ensure programs meet the new standards. He said the bureau is expanding technical assistance and training next year and is already coordinating district visits and parent interviews as part of cyclical monitoring.

On funding, Klumpkiewicz noted new grant activity including the Special Education Expansion and Enhancement (SEED) grant, and other competitive opportunities planned for the spring to support inclusive program work and trauma-informed services for students with IEPs. He asked council members to help identify training priorities and consider whether the SAC’s annual report should reflect specific needs.

Council members raised several operational questions. Jeff (legislative committee) asked for prevalence breakdowns by disability category (including ADHD) and Klumpkiewicz agreed to share a CT-specific breakdown. Tom Cosker and others pressed for clarity on who is included on PTP site-visit teams; Klumpkiewicz said CSDE staff will lead visits with SERC as extended capacity and that the bureau will solicit SAC input as the process is finalized.

The bureau also discussed LEA determinations (meets requirements/needs assistance/needs intervention/needs substantial intervention) and asked members to suggest results-based indicators that could complement compliance measures. Klumpkiewicz said determinations are influenced by timely correction of noncompliance and data certification in the CT SEDS system; chronic absenteeism was highlighted as a rising concern.

On out-of-district emergency outplacements and functional behavior assessment (FBA)/behavior intervention plan (BIP) reporting, Klumpkiewicz said the dispute-resolution team has received six submissions so far; three appeared to be conservative reporting and one related to a student who transitioned from out of state. He said the bureau is tracking these cases monthly and may clarify legislative language if needed.

What’s next: The bureau invited SAC feedback via a Mentimeter survey on which indicators to include in LEA determinations, promised to circulate data on prevalence by disability category, and said more detail on a statewide workload analysis model and staffing vacancy reporting will be presented at the next meeting.

"We are in the reconciliation process with our local school districts," Klumpkiewicz said, describing both fiscal and monitoring work underway. "We’re hopeful that the State Advisory Council in your annual report can help advise the state on training and support needs."