Special Education Programs
Special Education Services
IDEA and Section 504
Milford offers a wide range of services for children from ages 3 to 22 who have learning needs that require specialized education instruction. Two federal laws that help protect the rights of students with disabilities are the IDEA Act (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act of 1973, (sometimes referred as “Section 504”).
IDEA provides federal funding to states to help guarantee special education and related services to eligible students.
Section 504 prohibits discrimination against any person with a disability by any federally funded agency or organization. It requires states to provide accommodations for eligible 504 students to provide equal access to educational programs.
The process through which children are identified and appropriate support and services are provided may begin with a developmental screening prior to entering kindergarten. The process may also be initiated at any time a child experiences cognitive, related services such as speech, social emotional, or behavioral issues that impeded his or her success in a regular classroom. Milford employs a team-centered approach to service delivery. Team members, representing a variety of professional disciplines, work to develop educational plans that meet the diverse needs of individual students.
Student Assistance Team
An initial referral for evaluation may also come from the Student Assistance Team. This is a regular education initiative in which a team of teachers and other professionals provide strategies and instructional supports for students who are experiencing difficulty in the regular education curriculum. Students are referred to the Student Assistance Team by their classroom teachers. When interventions put forward by the SAT do not result in improved performance for the child, an initial referral for evaluation may result.
Enrichment
The Milford Enrichment Program is a program for students who have been identified to receive enrichment services in grades 4-8. Students are identified as possessing well above average ability (capable of higher order thinking involving analyzing, synthesizing and evaluating), task commitment and motivation to think meta-cognitively at a high level with creativity and maturity.
The identification of students is an extensive and comprehensive process.
All Grade 3 students are administered the Torrance Test of Creativity and the OLSAT as initial screening tools for identification. Additional curriculum/district assessments are used for identification as well. Students in grades 4-7 may also be nominated for consideration for identification. Students are asked to complete common portfolio activities and teachers complete a rating scale and submit two work samples, which are then reviewed in the spring by the Enrichment Identification Committee. The committee reviews all the data and makes the final identification decision. If a student is determined to be a candidate, additional information will be forwarded to the parent/guardian at that time.
Students in Grades 4 and 5 who have been identified and admitted to the program attend a half-day pullout session weekly. The program is focused on activities and lessons that extend the curriculum, and incorporate project-based learning activities which develop higher order thinking skills, problem solving, decision making, critical and creative thinking.
All Students in Grades 6, 7, and 8 will participate in Enrichment for All through enrichment clusters that are built within the schedule. Identified students will have the opportunity to engage in the district’s Imagine curriculum as well as consultation time with the district’s enrichment teacher.
School Readiness
The Milford Public School system provides services to preschool children and actively supports community-based early childhood education efforts. The following services are available to children of preschool age living in Milford.
Developmental Screenings
Any parent with concerns about the development of their 3- or 4-year old child is encouraged to bring the child in for a Developmental Screening. This service is available free of charge to families who request a screening. Please contact the Pupil Personnel Office at (203) 783-3453 for more information.
Birth to Three
This program, operated by the Connecticut State Department of Education, is a resource for any parent with concerns about their child’s development. Contact: (800) 505-7000. Milford Public School staff meet with Birth to Three staff and family for a transition meeting to plan steps necessary to determine if the student has continued need for special education services after age 3.
Milford Public Preschool Program
This program is open to 3- and 4 year-old children and offers a half-day program. This program operates for the duration of the school year. For more information, please contact Gena Stefan, Administrative Assistant to Milford Public Preschool Program, at 203-783-3410.
Ready to Learn
This program is made possible by a School Readiness Grant from the Connecticut State Office of Early Childhood to the City of Milford. The program is open to 3- and 4-year old children who require a full day program that offers preschool and wrap-around child care. At least 60% of the children enrolled must be at or below 75% of the State Median Income. Children must be 3 years of age by November 15. This program operates 50 weeks a year from September through August. Please contact Terese Maguire, Supervisor of Early Learning Education at (203) 783-3627 for additional information.
Planning and Placement Team (PPT)
The Planning and Placement Team ensures that all children requiring special education and related services shall receive these services and is responsible for the following:
the evaluation of referred children
determination of eligibility
meetings to develop, review, and/or revise Individualized Education Programs (IEPs)
re-evaluation conducted on a three year basis
Planning and Placement Teams are comprised of parents, school administrators, classroom teachers, and other professional staff which may include:
Special Education Teachers
Special Education teachers are educators who have been certified in Special Education. Teachers work in resource rooms and general education classrooms to teach collaboratively in order to give students the ability to stay in the Least Restrictive Environment (LRE) for most of the school day. Some students, however, may require additional support services in order to be successful. Other special education teachers instruct students in individualized programs designed to support students who have more significant learning and cognitive, social, emotional and/or behavioral disabilities.
School Counselors
School counselors work throughout the school district in our elementary, middle, and high schools. They design and deliver school counseling programs that improve student outcomes at all levels. School counselors help students form healthy goals, mindsets and behaviors. They assist in planning educational programs for children and focus on individual and group counseling. School counselors help all students apply academic achievement strategies, manage emotions and apply interpersonal skills, and plan for postsecondary options.
At the high school level, school counselors are key to scheduling and course selection for all students and play a significant role in post-secondary planning for further schooling and/or entering the workforce. Working with individuals and groups of students and parents, school counselors administer and interpret achievement and aptitude tests and provide consultation to teachers in meeting the instructional needs of students. They participate in PPT meetings for special education students, monitor implementation of their special programs and provide individual and group counseling.
Social Workers
The school social workers are an integral part of the pupil personnel team. They focus on evaluating and interpreting student behavior. They will assist students, parents and school staff members in developing strategies to increase the value of the instructional programs. They provide individual and group counseling for students during the school day. Social workers also collaborate with parents and staff to support the emotional, behavioral and social development of students.
School Psychologists
School psychologists are responsible for psychological evaluations that provide information related to the educational, emotional, behavioral, and social needs of students. These evaluations are used to identify students who are eligible for special education and related services; design interventions to support their overall progress; and monitor their growth and development. They attend PPT meetings at which educational and counseling plans are made for designated students. They provide counseling to individual students and groups of students at each of our schools. Consultation with staff members and parents on behalf of improving educational opportunities for students is also a key role for school psychologists along with developing behavioral support plans for school and home when needed.
Speech, Language Pathologists
The speech and language pathologists provide evaluations and therapy for students with difficulties in speech and language that interfere with their academic progress. They are available to help teachers adjust the classroom program to meet students’ needs, and work with parents to encourage carry-over at home to enhance growth in the speech and language area.
Annual Notification (IEP)
Notice of parent rights is given to parents of a child when initially referred for evaluation, and annually when a child has an active Individualized Education Plan (IEP) in place. Parent Rights include:
Procedural Safeguards Notice: This document is given to the parent(s) of a child a minimum of one time per year and when:
A child is initially referred for evaluation
A parent requests an evaluation or requests a copy of the procedural safeguards
A hearing is requested or a complaint has been filed for the first time in a school year; or
A decision is made to remove a child from school because a school rule was violated and the removal is a change in placement.
Procedural Safeguards explain, in detail, all of the steps that need to be taken to ensure your child is receiving the appropriate services he/she needs, in full compliance with state and federal law.
An annual review is to be held
Parent Notification of your right to request to meet with a member of the PPT prior to the referral PPT.
Parent right to have a paraprofessional assigned to your child be present at the PPT.
Parent Notification of the laws related to Seclusion and Restraint.
Parent Notification rights related to Medicaid School Based Child Health Program.
Parent Notification of Secondary Transition Bill of Rights.
Grievance Procedure
The Milford Public Schools has grievance procedures for any individual who wishes to file a complaint with the district under Section 504 of the Federal Rehabilitation Act of 1973. This statute ensures that no individual will be discriminated against based upon a disability, as that term is defined by the law. It also provides that any student with a disability who qualifies under Section 504 and needs or is believed to need accommodations, modifications or services not available through existing programs is entitled to receive a free, appropriate public education.
Any complaints about facilities or services offered by the Milford Public Schools may be filed with the Director of Pupil Personnel Services at 70 West River Street, Milford, CT 06460 or contacted at (203) 783-3491. A form for these purposes is available on request from the Director of Pupil Personnel Services and can also be found on the district website at www.milforded.org.
Any complaint must set forth the name of the person(s) or group making the complaint; whether the person(s) represents an individual or a group; whether the complainant has discussed the problem with the site administrator; and a summary of the complaint and suggested solution(s). If you have any questions about this grievance procedure or would like more information, please feel free to contact the Office of Pupil Personnel Services or the building principal. A complete copy of these grievance procedures is available on the district’s website at www.milforded.org.
Special Education Programs
Each student is individually evaluated, provided an appropriate program and re-evaluated to monitor progress at a minimum of every three years, as mandated by the federal law titled, Individuals with Disabilities Education Act (IDEA). The aim is to assist each individual in becoming a self-sufficient, contributing member of society. Mathematics, language arts, science, social studies, and other subjects, are taught at various levels and at various rates. The goal is for students to participate in general education classes and programs as much as possible with support when needed. In all cases, abilities, interests and talents are considered.
Learning Center & Resource Room
A special learning center program in school has been developed to address the individualized educational needs of each student as determined by the PPT. This service is provided to students who have been identified and evaluated as needing specialized educational programming. The amount of time a student is supported in the Resource Room or Learning Center depends on the nature of the disability and learning needs of the child, and is present in every elementary, middle, and secondary school in our public school system.
Support is provided within the general education setting whenever possible to meet a child’s needs in the Least Restrictive Environment (LRE).
Transition Academy
Classes have been developed to address the needs of students in the areas of independent living skills, community participation, pre-employment, and employment skills. These classes are provided to students who require specialized instruction in these areas according to their IEPs. Instruction takes place throughout the community. Participation is based on the individual needs of students and PPT recommendation.