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State education officials report SSIP progress, WestEd recommendations and new reporting requirements for outplacements and vacancies
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Summary
Connecticut Department of Education staff told the State Advisory Council on Jan. 28 the state met its SSIP target for third‑grade ELA for students with disabilities, described evidence‑based literacy supports and grants, summarized WestEd review recommendations, and explained new legislative reporting requirements (12 outplacement reports from 11 LEAs; four vacancy reports so far).
State Department of Education officials told the Connecticut State Advisory Council for Special Education on Jan. 28 that the state is making measurable progress on its State Systemic Improvement Plan (SSIP) while also implementing changes recommended by an external WestEd review and responding to new state reporting laws.
"Our target was 49, and we have ... data from last year's summative assessment that shows 50.17," said Brian Klumkiewicz, special education division director at the State Department of Education, reporting that Connecticut had met its SSIP target for the year. Alicia, a bureau staffer presenting the SSIP slide deck, explained the ELA performance‑index methodology used to track third‑grade reading outcomes for students with disabilities and said the state will reset baselines and targets as part of the multiyear plan submitted annually to the Office of Special Education Programs (OSEP).
Officials described state infrastructure and evidence‑based reading practices supported through the SSIP, including Orton‑Gillingham and the Wilson Reading System, a Connecticut literacy model focused on kindergarten through third grade, and data‑based individualization (DBI) efforts. Staff noted an online technical assistance library, webinars, professional learning for educator preparation programs, and a Qualtrics survey for stakeholder input ahead of baseline‑reset work.
Brian summarized a WestEd review completed in December that included recommendations under four categories: leading with vision; improving infrastructure; activating instructional strategies; and ensuring accountability. One near‑term action is the creation of a legal expert position to expand the dispute‑resolution unit, a move staff said would increase capacity for special‑education dispute work.
Officials also detailed new legislative reporting requirements. Since the law went into effect, the department has received 12 submissions from 11 local education agencies reporting outplacements where a functional behavioral assessment (FBA) or behavior intervention plan (BIP) was not completed before placement — a reporting requirement, not a waiver process. "It's not a waiver. So there's there's no permission being asked. It's a report out of," Klumkiewicz said.
Separately, districts and approved private programs must report staff vacancies that last more than 10 days. CSDE reported receiving four vacancy submissions so far (three from approved private special‑education programs and one from regional programming), and staff said parents should receive written notice when services are interrupted along with updates on efforts to fill vacancies.
Officials also highlighted funding and grant opportunities: a competitive $500,000 grant to support the special‑education teacher pipeline and paraeducator pathways, and nearly $20 million in combined programming and capital funds that districts may access for special‑education initiatives. Staff said seed grant applications are live and districts have roughly 30 days to submit proposals.
Council members asked for more periodic trend reporting (by month or quarter) on the number of FBA/BIP outplacement submissions and vacancy reports so the council can monitor whether reporting is increasing or decreasing. Department staff agreed to provide additional disaggregated reporting in future updates.
