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Connecticut's Continuous Improvement Plan
 stablished
in the fall of 2001, the CT Continuous Improvement Partnership Team
(CIPT), a broad-based stakeholder group convened by the Connecticut
State Department of Education and the Connecticut Birth to Three
System, identified twelve outcomes for improving early intervention
and special education services for children with disabilities and
their families. To address these twelve outcomes, a Continuous Improvement
Plan (CIP) was developed for Connecticut.
 everal
work groups were established to develop improvement plans for each
of the twelve outcomes to assist the CIPT in the development of
the CIP and to add heightened expertise and representation of stakeholders
in its development. By June 2002, the CIPT had reviewed and supported
all twelve work plans. The work plans were subsequently forwarded
to the federal Office of Special Education Programs (OSEP).
 he
implementation of the Continuous Improvement Plan (CIP) is currently
underway. The CIP is the responsibility of the Department
of Education-Bureau of Special Education and Pupil Services
and the Department of Mental Retardation-Birth
To Three System.
Child/Family Outcomes (IDEA Part C)
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EARLY IDENTIFICATION --All eligible
infants and toddlers are identified at the earliest opportunity.
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KNOWLEDGEABLE FAMILIES -- Families become knowledgeable
and have the confidence to increase the general health and
well being of their family.
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FUNCTIONAL SKILLS -- Children will demonstrate
improved and sustained functional skills.
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FAMILY TRANSITION -- Families and children are able
to access appropriate educational and community supports and
services when children leave the Birth to Three System. |
Student/Parent Outcomes (IDEA Part B)
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TRANSITION INTO SPECIAL EDUCATION -- Families
and children are able to access appropriate educational and
community supports and services when children leave the Birth
to Three System.
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PARENT PARTICIPATION -- Parents of students with
disabilities, ages 3-21, participate as full partners in the
planning and implementation of their child's educational program.
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Kindergarten Preparedness -- Children with disabilities
will be prepared to enter kindergarten at age 5.
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Academic Achievement -- Students with disabilities,
ages 3-21, will demonstrate academic accomplishment within
the Connecticut Preschool Benchmarks and the Connecticut Common
Core of Learning.
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Access and Participation -- Students with disabilities,
ages 3-21, will have equal access to and be active participants
in their total school communities.
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Community Participation -- Students with disabilities,
ages 3-21, will develop and maintain healthy relationships
and independent living skills to actively participate in their
communities.
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Self-Advocacy -- Students with disabilities,
ages 3-21, will demonstrate the age-appropriate skills for
self-advocacy, which include identifying personal strengths,
challenges, and interests and making informed life choices.
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Employment/Post Secondary Education -- Students
with disabilities, two years after exiting school, will be
employed and/or enrolled in post-secondary education.
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Connecticut Continuous Improvement Partnership Team
Maureen R. ANDERSON Sharon A. BREMNER Pamela CLAYWELL George P.
DOWALIBY Therese DUNCAN Jeff FORMAN Linda GOODMAN James M. GRANFIELD
Kimberly HARTMANN Stacy HULTGREN Judy S. ITZKOWITZ SherlyeJACKSON
Cindy JACKSON YvetteJOHNSON Brenda KEY Marianne KIRNER Anthony MAIDA
Glen MARTIN M. Leon MCKINELY Gretchen MUELLER-BURKE Nancy PRESCOTT
Kathryn REDDINGTON Deb RICHARDS Alice RIDGWAY Edward ROMAN Lolli
ROSS Elizabeth SCHMITT Ann W. SEIGEL Nancy STARK Maria SYNODI Richard
THOMAS Dominick VITA Myra WATNICK Barbara V. WILLIAMS Diane WIXTED
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