Special Services at

Odyssey Community School

Special Education

Mission Statement of Special Education

Student Services/Special Education Team

Child Find

Referral for Special Education

Planning and Placement Team (PPT)

504 Plan

504 Eligibility

Special Education Call Center

CT-SEDS- Parent Resources

Connecticut Special Education Data System (CT-SEDS)

CT-SEDS IEP Training for Parents and Families

Special Education- Teacher Resources

CT-SEDs Information/Training Videos

Special Education

Odyssey Community School provides a Free, Appropriate Public Education (FAPE) to every preschool and school-aged child requiring special education and related services. As a charter school, Odyssey Community School collaborates with your child’s home district to provide each child identified with special needs specific special education and related services to ensure individualized instruction as determined in an Individualized Education Plan (IEP). Odyssey Community School works with your child’s home district to provide related services within the school building (Speech or Language, Occupational Therapy, Physical Therapy, etc..) as outlined in the IEP. Odyssey Community School follows state guidelines and procedures for developing, implementing, reviewing, maintaining, and evaluating IEP's for each child requiring special education and related services. Changes in a child's IEP can only occur through recommendations made at a PPT meeting or through an amendment based upon the current IEP and information relating to the child's current educational performance.

Mission Statement of Special Education

At Odyssey Community School, our mission is to provide a high-quality educational program in a safe and supportive environment. We strive to empower students to reach their full potential, become responsible and productive members of the community, respect and value themselves and others, and become lifelong learners capable of making informed decisions now and in the future.

We are committed to offering a Free, Appropriate Public Education (FAPE) to all preschool through eighth-grade students requiring special education and related services. We focus on identifying and addressing each student's diverse needs through individualized educational programming. Our approach involves collaborating with students, families, sending districts, community members, and related service providers to support student success and well-being as they prepare for their future.

Odyssey Community School ensures that each student with identified special needs receives personalized special education and related services, as specified in their Individualized Education Plan (IEP). We have established comprehensive procedures for developing, implementing, reviewing, maintaining, and evaluating IEPs to support each child's unique requirements. These plans are based on diagnostic findings and the child's educational progress, with changes made through recommendations at Planning and Placement Team (PPT) meetings or amendments based on current IEP data and updated information on the child's educational performance.

At Odyssey, we provide customized teaching strategies and methods created to meet the unique needs of all learners. These strategies and methods are aligned with our district curriculum and Common Core State Standards, helping students with disabilities achieve their maximum academic, social, and emotional potential. Our inclusion program ensures that sufficient staff is available to meet students' needs, offering services, accommodations, and support within the general education classroom to provide equal access to the curriculum. Special education teachers, general education teachers, related service providers, and paraprofessionals utilize various instructional models, including co-teaching. Certain subjects are taught in individualized or small group settings with specialized methods to ensure each student receives instruction in the least restrictive environment.

Odyssey adheres to the special education plans established by our sending districts.

Student Services/Special Education Team

Staff:

Lisa Kimyachi Student Support Services Coordinator

Jennifer Renkiewicz Math Specialist/MTSS Coordinator

Meghan Foley Literacy Specialist

Molly Shannon Special Education Teacher

Linda Poland Special Education Teacher

Nicole Little Special Education Teacher

Marisa Broxterman School Counselor

Patrick Biggins School Counselor

Nancy Wengertsman TESOL

Parent Communication Form

We love positive communication. You may use the link above to communicate with the special education team. The form will be checked weekly *If the information is time-sensitive, feel free to email Lisa Kimyachi, Student Support Services Coordinator.

Child Find

In accordance with federal regulations, state statutes and local board of education policy, Odyssey Community School assumes the responsibility for the location, identification and referral of all children requiring special education and/or related services of children and will contract the child's residing in the town to complete a referral for special services.

Referral for Special Education

The written request for an evaluation of a child who is suspected of having a disability and may need special education/related services can be made by:

A parent, guardian, or surrogate parent
School personnel
The student, 18 years or older
Any individual from other agencies (physician, social worker) to whom a parent has given permission to make a referral

To submit a referral for special education, parents/guardians can contact the Special Education Coordinator, express their concerns in writing, or fill out a standard referral form to document all referrals to the Planning and Placement Team (PPT). Referral Form: https://portal.ct.gov/-/media/SDE/Special-Education/ED621.pdf
Once completed, the form is given to the Special Education Coordinator. The completion of this referral form initiates the PPT process. Odyssey Staff will input the referral into CT-SEDs, the state system for special education, and contact your child’s home district. Parents must register their child in your home district for the PPT process. For purposes of determining if the evaluation timeline is met, the date of the referral is the day the District staff receives the referral, not the day the referral form is filled out by the District staff.

Notification of Referrals

If a teacher makes a referral for special education, the Special Education Coordinator notifies parents/guardians prior to submitting the referral to the home district.

The home district and/or Special Education Coordinator will contact parents/guardians within five school days after the date of a referral to special education to set up an initial PPT.

A full explanation of all procedural safeguards available to the parent or eligible student is sent with the referral notice via CT-SEDs or from the child’s home district. The notice must be in writing in a language understandable to the general public and in the dominant language or other mode of communication used by the parents, unless doing so is clearly not feasible. If the dominant language (or other mode of communication) of the parent is not written, the District shall ensure first, that the notice is translated orally or by other means in the dominant language or other mode of communication of the parents, and second, that the information is clearly presented and understood by the parents. There shall be written evidence that these two steps have been taken.

Planning and Placement Team (PPT)

Once a formal referral to Special Education has been made, the team convenes in a meeting called the Planning and Placement Team Meeting (PPT).

Who is the PPT team? The team includes parents, the student if appropriate, an administrator or designee from Odyssey, a pupil services supervisor or designee from the home district, a regular education teacher, a special education teacher and a related service provider depending on student needs (school counselor, speech pathologist, occupational therapist, etc...). Parents may invite other individuals outside of school.

The purpose of the initial PPT is to discuss concerns regarding student progress as a complete team and in many cases, to recommend a comprehensive evaluation to determine if there is an impact in a students education and to what extent that she/he/they requires special education services. Specific assessments are recommended based upon the nature of the student’s learning issues. Parent/guardian permission is necessary for testing to occur, and that signed permission is obtained at the initial PPT. The evaluation process must be completed within 45 school days, and a second PPT held to review results and determine if the child is eligible for special education services. Parents/guardias must also provide consent for and initial placement of their child in a special education program.

504 Plan

A 504 plan is a specific plan outlining services and/or changes to the environment that ensure a child can access learning in school. It will outline specific accommodations, adjustments, or services, as well as staff members responsible for implementing the plan.

Section 504 is a federal civil rights law that prohibits discrimination against individuals with disabilities. It requires schools that receive federal funding (including charter schools) to provide all students with a free and appropriate education (FAPE). FAPE comprises regular or special education and related services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.

504 Eligibility

To submit a referral for a 504, parents/guardians can contact the Special Education Coordinator or express their concerns in writing, or by filling out the 504 referral form. Once completed, the form is given to the Special Education Coordinator. The completion of this referral form initiates the 504 process.

All students with disabilities are protected under Section 504. When determining if students require an accommodation plan, 504 teams consider the following:

Is there a physical or mental impairment?
Does it substantially limit a major life activity?
Does the student require a 504 plan to access school programming and / or the educational program?

A substantial limitation exists when a person is unable to perform a major life activity that the average person in the general population can perform, or when a person is significantly restricted in the condition, manner or duration under which they can perform the same major life activity.

MAJOR LIFE ACTIVITIES

Major life activities include an exhaustive list of both physical and cognitive activities. Examples include reading, writing, communicating, speaking, hearing, seeing, and numerous other activities.

EVALUATION PROCESS

504 teams consider multiple sources of information when determining student eligibility. This may include, but is not limited to the following:

parent/caregiver reports
teacher reports and student
performance
medical documentation
evaluation results
degree of impact

Standardized testing instruments are not necessarily part of the eligibility process under Section 504. The Planning and Placement Team (PPT) in each school reviews referrals for standardized testing.

PROCEDURAL SAFEGUARDS

Procedural Safeguards provide informed guidance for parents/caregivers and can be viewed by following this link: Link 504 Procedural SafeGuards

Special Education Call Center

The call center reflects a new partnership with the Connecticut Parent Advocacy Center (CPAC), Connecticut’s designated parent training and information group for children with disabilities.

The call center is a new communications structure supported by representatives who are trained to respond promptly to inquiries from families and the general public. Call center staff will provide callers with information and resources related to special education laws and the rights and protections of students receiving special education services.

The call center can be accessed in English and Spanish by dialing 860-713-6966. Regular business hours are Monday-Friday (excluding holidays) 8:30 a.m.-4:30 p.m.