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

Gifted and Talented

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 Director of Student Services

Jennifer Renkiewicz Math Specialist/MTSS Coordinator

Meghan Foley Literacy Specialist

Molly Shannon Special Education Teacher

Kelly Wilson 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 Director of Student Services, 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 Director of Student Services. 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 Director of Student Services notifies parents/guardians prior to submitting the referral to the home district.

The home district and/or the Director of Student Services 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 on a student's education and to what extent that//they require special education services. Specific assessments are recommended based on 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/guardians 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 Director of Student Services or express their concerns in writing, or by filling out the 504 referral form. Once completed, the form is given to the Director of Student Services. 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

Gifted and Talented

What Does “Gifted and Talented” Mean?

According to the CSDE, students identified as gifted and talented are those who demonstrate or have the potential to demonstrate exceptional ability in one or more areas. These students may require differentiated instruction and educational experiences beyond the standard curriculum in order to fully develop their abilities.

Connecticut defines gifted and talented students in two broad categories:

Gifted
- These students show extraordinary learning ability or extraordinary intellectual creativity.
- They typically demonstrate advanced performance or potential in academic subjects and/or problem-solving tasks well beyond their age or grade level.
- Their thinking is often abstract, complex, and original.
Talented
- These students excel in visual or performing arts, such as music, dance, drama, or visual arts.
- Their creative expression or artistic skills significantly exceed what is typical for their peers.

Key Characteristics May Include:

Rapid learning and advanced reasoning skills
Curiosity and deep interest in specific topics
Creative problem-solving abilities
Artistic or musical talent beyond their age expectations
Strong memory and attention to detail
Need for less repetition and more challenge in the classroom

Important Notes:

Students from all backgrounds and communities can be gifted or talented.
Identification should be equitable, inclusive, and culturally responsive.
Giftedness may coexist with disabilities (i.e., “twice exceptional” learners).
Being gifted does not necessarily mean high achievement in school without support.

Identifying Students Who Are Gifted and Talented in Connecticut

Connecticut state law requires all public school districts (Grades K–12) to maintain a formal process for referring, evaluating, and identifying students who may be gifted (exhibiting extraordinary learning ability or intellectual creativity) or talented (demonstrating exceptional ability in the visual, performing, or musical arts).

Identification Process

Referral
Students can be referred for consideration by a variety of sources, including teachers, administrators, parents or guardians, or the students themselves (when age-appropriate).
At Odyssey, to refer a student for gifted and talented consideration, please follow the same steps outlined in the Referral for Special Education section above.

Planning and Placement Team (PPT) Review
Once a referral is made, a PPT convenes to determine whether further evaluation is appropriate.

The PPT includes:

Parents/guardians
The student (if appropriate)
An administrator or designee from Odyssey
A pupil services supervisor or designee from the student’s home district
A general education teacher
A special education teacher
Related service providers as needed (e.g., school counselor, speech-language pathologist, occupational therapist)

Parents may also invite individuals outside the school team to participate.

Assessments
Districts may use group or individual assessments to inform eligibility:

Group assessments (e.g., district-wide screeners or achievement tests) generally do not require parental consent.
Individual assessments (e.g., IQ testing, performance-based portfolios, creativity measures) do require written parental consent.
At Odyssey, the PPT typically recommends a combination of individual assessments to ensure a comprehensive evaluation.

Decision and Notification
After reviewing all available data, the PPT determines whether the student meets eligibility criteria for gifted and/or talented identification. Families are notified in writing of the decision, along with details about:

How the decision was made
The criteria used
Their rights to request an independent evaluation or due process
Contact information for district and CSDE support personnel

Programming at Odyssey
While identification is required by law, Connecticut districts are not required to offer separate programs for gifted or talented students.
At Odyssey, we are committed to meeting the needs of all learners. Identified students may receive enrichment and challenge through:

Independent study opportunities
Participation in advanced math groups
Projects designed in collaboration with special area (specials) teachers
Flexible grouping and differentiation in the classroom

Common Characteristics of Gifted Individuals

Gifted individuals are unique—no one exhibits every trait—but many share a combination of the following attributes in cognitive, creative, emotional, and executive domains.

Gifted behavior arises when three interlocking trait clusters interact:

1. Above‑Average Ability

General ability: strong abstract reasoning, verbal/numerical logic, memory, fluency; quick, accurate processing and adaptation to new situations
Specific ability: advanced knowledge and strategies in particular domains (e.g. math, science, the arts), discerning relevance and depth in complex content

2. Task Commitment

Intense enthusiasm, focus, and sustained involvement in tasks or disciplines
Strong perseverance, determination, and self-confidence
Ability to identify meaningful problems, stay current with developments, and maintain high standards and openness to feedback

3. Creativity

Fluency, flexibility, and originality in thinking
Openness to experience: receptive to new, unusual, or even unconventional perspectives
Curiosity, mental playfulness, willingness to take risks
Sensitivity to detail and aesthetic qualities in ideas, objects, or experiences

Key Concept: Giftedness is not defined by any single cluster alone—but by the interaction of all three within an individual, often supported by personality and environment

gifted.uconn.edu gifted.uconn.edu.

Common Specific Traits Observed in Gifted Students

Advanced reasoning and memory — rapid learning and deep comprehension
Original thinking — creative problem-solving, curiosity, mental play
Persistence and focus — goal-directed effort, deep involvement
High standards — strong self-expectations and sensitivity to quality
Domain talent — abilities in verbal‑linguistic, logical‑mathematical, artistic, musical, spatial, leadership, or interpersonal fields
Emotional sensitivity — awareness of aesthetic and emotional nuances; intense reactions
Playfulness and risk‑taking — willingness to experiment, imaginative openness

Sources

Connecticut State Department of Education. Gifted and Talented Education — Guidance. State of Connecticut, 2023 (or most recent update). Connecticut State Department of Education, portal.ct.gov. PDF.

Renzulli, Joseph S. “The Three‑Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity.” In Conceptions of Giftedness, edited by Robert J. Sternberg & Jeanne E. Davidson, Cambridge University Press, 2000, pp. 332–357. OUCI ResearchGate

Renzulli, Joseph S., et al. Scales for Rating the Behavioral Characteristics of Superior Students. Revised edition, Creative Learning Press, 2002. files.nwesd.org gifted.media.uconn.edu

Renzulli, Joseph S. “Expanding the Conception of Giftedness to Include Co‑Cognitive Traits and to Promote Social Capital.” Phi Delta Kappan, vol. 84, 2002, pp. 33–40, 57–58. OUCI ResearchGate

Renzulli, Joseph S., and Sally M. Reis. The Schoolwide Enrichment Model: A Comprehensive Plan for Educational Excellence. Creative Learning Press, 1997. OUCI renzullilearning.com

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.