KEY: language that is recommended for deletion is found within [brackets] (and also with a grey background). Text that is proposed to be added is *underlined text with asterisks * preceding the first proposed new word and immediately after the last proposed new word of a sentence, paragraph or section. *DEPARTMENT OF REHABILITATION SERVICES (DORS) BUREAU OF EDUCATION AND SERVICES FOR THE BLIND (BESB) * CHILDREN’S SERVICES POLICY MANUAL [2007] REVISED *July 1, 2017 * [10/2009]
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KEY: language that is recommended for deletion is found within [brackets] (and also with a grey background). Text that is proposed to be added is *underlined text with asterisks* preceding the first proposed new word and immediately after the last proposed new word of a sentence, paragraph or section.
*DEPARTMENT OF REHABILITATION SERVICES (DORS)BUREAU OF EDUCATION AND SERVICES FOR THE BLIND
(BESB)*CHILDREN’S SERVICESPOLICY MANUAL [2007]
REVISED *July 1, 2017* [10/2009]
TABLE OF CONTENTS
[Preamble] [4]
*Section 1:* Legislative Authority [6]
*Section 2:* Confidentiality and Availability of Case Records[10]
*Section 3:* Referral and Eligibility[14]
*Section 4:* Services to [Non-Visually Impaired Children] *Clients No Longer Visually Impaired* [16]
*Section 5:* Preschool Age Children[17]
[Special Hiring Requirements -Birth to Three Teachers] [20]
*Section 6:* School Age Individuals with Legal Blindness or Visual Impairments Enrolled in Public Schools* [Legally Blind and Visually Impaired Children] [22]
[Multi-handicapped Visually Impaired Children] [23]
*Section 7:* BESB Education Consultants for School Age *Clients* [Children] [25]
[Teacher Reimbursement Process 30]
*Section 8:* Reporting Requirements [33]
*Section 9:* Adaptive Devices *,Software* and Services[34]
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*Section 10: Adaptive Materials and Aids*
*Section 11:* Braille and Large Print Texts [41]
*Section 12: American Printing House (APH) Items*
[Educational Items Stocked at BESB 42]
[Request for Educational Items Not In Stock 44]
*Section 13:* Low Vision Services [45]
*Section 14:* Orientation and Mobility [48]
*Section 15:* Psychological Evaluation [49]
*Section 16:* Vocational Rehabilitation [50]
*Section 17:* Enrollment in Private or Parochial Schools [51]
*Section 18: Home Schooling*
*Section 19: Consultation* Services to Local Education Agencies [52]
*Section 20:* In-Service Education [53]
[Use of 90171 Account Funds (formerly 314) 54]
[Funding Disbursement Process 55]
*Section 21:* Appeals Procedures [62]
*Section 22:* Independent Living Programs [64]
*Section 23:* Paraprofessional Training [67] 3
[Preamble
This policy and procedure manual is an update of prior issuances. The agency wishes to acknowledge the valuable perspectives and collaboration of the following individuals and agencies, who collectively represented the “Stakeholder’s Group” for Children’s Services. Their efforts, experience and dedication resulted in the creation of the first edition of this policy manual, issued in 2003, and their roles and job titles held in 2003 are noted below. Our gratitude goes out to each and every member whose time and commitment to the improvement of services for children who are blind and visually impaired is reflected in this manual.
The “Stakeholder” Group:
Eileen Akers, BESB Board MemberChristine Ashburn, Office of Fiscal AnalysisDavid Banigan-White, Education Consultant, BESBJames A. Blair, Director of Pupil Personnel, Plainfield SchoolsChristine Boisvert, BESB Board MemberBarbara Bostwick, Southeast Community Center f/t BlindJanet BrinkmanMary Brunoli, BESB Board MemberAnthony Cavallaro, Pupil Services Director, Branford SchoolsDonald Civitello, Special Services Director, Milford SchoolsJoseph Clary, Director of Communications, BESBPhilip Cowit, Itinerant Teacher, Waterbury SchoolsMarybeth Dean, Education Supervisor, BESBJoseph Dominello, Director, Business Office, BESBGeorge Dowaliby, Bureau Chief, State Department of EducationRichard Fairbanks, Co-Chair BESB Oversight CouncilAnne Fortunato, Recordings for the Blind & DyslexicJeanette Haines, Education Consultant, BESBJill Jensen, Legislative Program Review & Investigations
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CommitteeJunerose Killian, Agency Consumer Advisory CommitteeIrina Kozubenko, Budget Analyst, Office of Policy & ManagementChristopher Kuell, Co-Chair BESB Oversight CouncilRobert Labanara, Connecticut Conference of MunicipalitiesRev. Marie LangerGeorge LangerKenneth Olson, BESB Board MemberAndrea Pasquale, Executive Director, CRIS RadioJohn Purdy, Vice-Chair, State Rehabilitation CouncilPaul Rennick, Director of Student Programs, EASTCONNLeonard Roberto, Foundation Fighting BlindnessBrian Sigman, Executive Director, BESBBen SnowCatherine Summ, Education Consultant, BESBAlan N. Sylvestre, Chairman BESB BoardCarol Taylor, CT Library for the Blind & Physically HandicappedNorman Turgeon, BEP RepresentativeBetty Woodward, National Federation of the Blind of ConnecticutCraig Zimmerman, Department of Social Services]
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*Section 1:* Legislative Authority
*Sec. 10-295(a) through (b) (4) of the Connecticut General Statutes. “Specialized vision-related instruction, educational programs, goods and services. Expense of services. Teachers and educational resources; funding.”
(a) All residents of this state, regardless of age, who, because of blindness or impaired vision, require specialized vision-related educational programs, goods and services, on the signed recommendation of the Commissioner of Rehabilitation Services, shall be entitled to receive such instruction, programs, goods and services for such length of time as is deemed expedient by said commissioner. Upon the petition of any parent or guardian of a blind child or a child with impaired vision, a local board of education may provide such instruction within the town or it may provide for such instruction by agreement with other towns as provided in subsection (d) of section 10-76d. All educational privileges prescribed in part V of chapter 164, not inconsistent with the provisions of this chapter, shall apply to the pupils covered by this subsection.
(b) The Commissioner of Rehabilitation Services shall expend funds for the services made available pursuant to subsection (a) of this section from the educational aid for blind and visually handicapped children account in accordance with the provisions of this subsection. The Commissioner of Rehabilitation Services may adopt, in accordance with the provisions of chapter 54, such regulations as the commissioner deems necessary to carry out the purpose and intent of this subsection.
(1) The Commissioner of Rehabilitation Services shall provide, upon written request from any interested school district, the services of teachers of the visually impaired, based on the levels established in the individualized education or service plan. The Commissioner of Rehabilitation Services shall also make available resources, including, but not limited to, the Braille and
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large print library, to all teachers of public and nonpublic school children. The commissioner may also provide vision-related professional development and training to all school districts and cover the actual cost for paraprofessionals from school districts to participate in agency-sponsored Braille training programs. The commissioner shall utilize education consultant positions, funded by moneys appropriated from the General Fund, to supplement new staffing that will be made available through the educational aid for the blind and visually handicapped children account, which shall be governed by formal written policies established by the commissioner.
(2) The Commissioner of Rehabilitation Services may use funds appropriated to said account to provide specialized books, materials, equipment, supplies, adaptive technology services and devices, specialist examinations and aids, preschool programs and vision-related independent living services, excluding primary educational placement, for eligible children.
(3) The Commissioner of Rehabilitation Services may, within available appropriations, employ certified teachers of the visually impaired in sufficient numbers to meet the requests for services received from school districts. In responding to such requests, the commissioner shall utilize a formula for determining the number of teachers needed to serve the school districts, crediting six points for each Braille-learning child and one point for each other child, with one full-time certified teacher of the visually impaired assigned for every twenty-five points credited. The commissioner shall exercise due diligence to employ the needed number of certified teachers of the visually impaired, but shall not be liable for lack of resources. Funds appropriated to said account may also be utilized to employ additional staff in numbers sufficient to provide compensatory skills evaluations and training to blind and visually impaired children and special assistants to the blind and other support staff necessary to ensure the efficient operation of service delivery. Not later than October first of each year, the Commissioner of Rehabilitation
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Services shall determine the number of teachers needed based on the formula provided in this subdivision. Based on such determination, the Commissioner of Rehabilitation Services shall estimate the funding needed to pay such teachers’ salaries and related expenses.
(4) In any fiscal year, when funds appropriated to cover the combined costs associated with providing the services set forth in subdivisions (2) and (3) of this subsection are projected to be insufficient, the Commissioner of Rehabilitation Services may collect revenue from all school districts that have requested such services on a per student pro rata basis, in the sums necessary to cover the projected portion of these services for which there are insufficient appropriations.*
[Sec. 10-295 of the Connecticut General Statutes, effective June 24, 2005.
“Specialized vision-related instruction, educational programs, goods and services. Expense of services. Teachers and educational resources; funding. Adult home instruction. Adaptive equipment.”
(a) All residents of this state, regardless of age, who, because of blindness or impaired vision, require specialized vision-related educational programs, goods and services, on the signed recommendation of the director of the Board of Education and Services for the Blind, shall be entitled to receive such instruction, programs, goods and services for such length of time as is deemed expedient by said director. Upon the petition of any parent or guardian of a blind child or a child with impaired vision, a local board of education may provide such instruction within the town or it may provide for such instruction by agreement with other towns as provided in subsection (d) of section 10-76d. All educational privileges prescribed in part V of chapter 164, not inconsistent with the provisions of this chapter,
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shall apply to the pupils covered by this subsection.
(b) The Board of Education and Services for the Blind shall expend funds for the services made available pursuant to subsection (a) of this section from the educational aid for blind and visually handicapped children account in accordance with the provisions of this subsection. The expense of such services shall be paid by the state in an amount not to exceed six thousand four hundred dollars in any one fiscal year for each child who is blind or visually impaired. The Board of Education
and Services for the Blind may adopt such regulations as it deems necessary to carry out the purpose and intent of this subsection.
(1) The Board of Education and Services for the Blind shall provide, upon written request from any interested school district, the services of teachers of the visually impaired, based on the levels established in the individualized education or service plan. The agency shall also make available its resources, including, but not limited to, the Braille and large print library, to all teachers of public and nonpublic school children. The agency may also provide vision-related professional development and training to all school districts and cover the actual cost for paraprofessionals from school districts to participate in agency-sponsored Braille training programs. The agency shall utilize education consultant positions authorized as of July 1, 2001, funded by moneys appropriated from the General Fund, to supplement new staffing that will be made available through the educational aid for the blind and visually handicapped children account, which shall be governed by formal written policies established by the agency.
(2) The Board of Education and Services for the Blind shall use funds appropriated to said account, first to provide
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specialized books, materials, equipment, supplies, adaptive technology services and devices, specialist examinations and aids, preschool programs and vision-related independent living services, excluding primary educational placement, for eligible children without regard to a per child statutory maximum.
(3) The Board of Education and Services for the Blind may, within available appropriations, employ certified teachers of the visually impaired in sufficient numbers to meet the requests for services received from school districts. In responding to such requests, the agency shall utilize a formula for determining the number of teachers needed to serve the school districts, crediting six points for each Braille-learning child and one point for each other child, with one full-time certified teacher of the visually impaired assigned for every twenty-five points credited. The agency shall exercise due diligence to employ the needed number of certified teachers of the visually impaired, but shall not be liable for lack of resources. Funds appropriated to said account may also be utilized to employ rehabilitation teachers, rehabilitation technologists and orientation and mobility teachers in numbers sufficient to provide compensatory skills evaluations and training to blind and visually impaired children. In addition, up to five per cent of such appropriation may also be utilized to employ special assistants to the blind and other support staff necessary to ensure the efficient operation of service delivery. Not later than October first of each year, the Board of Education and Services for the Blind shall determine the number of teachers needed based on the formula provided in this subdivision. Based on such determination the Board of Education and Services for the Blind shall estimate the funding needed to pay such teachers' salaries, benefits and related expenses.
(4) In any fiscal year, when funds appropriated to cover the combined costs associated with providing the services set forth in subdivisions (2) and (3) of this subsection are projected to be
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insufficient, the Board of Education and Services for the Blind shall be authorized to collect revenue from all school districts that have requested such services on a per student pro rata basis, in the sums necessary to cover the projected portion of these services for which there are insufficient appropriations.
(5) Remaining funds in said account, not expended to fund the services set forth in subdivisions (2) and (3) of this subsection, shall be used to cover on a pro rata basis, the actual cost with benefits of retaining a teacher of the visually impaired, directly hired or contracted by the school districts which opt to not seek such services from the Board of Education and Services for the Blind, provided such teacher has participated in not less than five hours of professional development training on vision impairment or blindness during the school year. Reimbursement shall occur at the completion of the school year, using the caseload formula denoted in subdivision (3) of this section, with twenty-five points allowed for the maximum reimbursable amount as established by the agency annually.
(6) Remaining funds in such account, not expended to fund the services set forth in subdivisions (2), (3) and (5) of this subsection, shall be distributed to the school districts on a pro rata formula basis with a two-to-one credit ratio for Braille-learning students to non-Braille-learning students in the school district based upon the annual child count data provided pursuant to subdivision (1) of this subsection, provided the school district submits an annual progress report in a format prescribed by the agency for each eligible child.]
*Section 2:* Confidentiality and Availability of Case Records
*All information, both medical and personal, given or made available to the Bureau of Education and Services for the Blind
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shall be held confidential. Use of such information will be limited to purposes directly connected with the administration of the client’s Individualized Family Service Plan, Individualized Education Program, Section 504 Accommodation Plan or Service Plan, as applicable. Information will not be disclosed, directly or indirectly, to any individual, agency or organization without the written consent of client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives unless:
a) sharing or releasing of information is needed to protect the client or another person from possible physical harm or violence; b) the Bureau is ordered to share the information by a court order or subpoena; or c) the information is required by mandatory reporting laws.
When information is requested but is not required by law to be released, the authorization to so release shall be obtained from the client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives , prior to release of the information.
All clients, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives have a right to :
a) request in writing an appointment to review the case record with such appointment scheduled within ten (10) working days after receipt of a written request; b) have copied (at cost) any part of the record with copies to be furnished within five (5) working days after receipt of a written request; c) challenge the content of the record and request deletion or change with written notice of Children’s Services action on such request to be furnished within ten (10) working days.
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All clients, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives , shall receive written information and, if appropriate, in the native language and in their preferred mode of communication regarding the scope of confidentiality at the time of application for Children’s Services. Such written information shall:
a) identify the agency authority to gather and collect information;b) explain the intended purpose for using or releasing such information;c) provide an explanation of whether the provision of information is mandatory or voluntary and the effect that withholding requested or required information could have on service delivery;d) identify the situations where the agency does or does not require informed written consent of the individual before information may be released, and;e) identify the other agencies to which information is routinely released.
When personal information has been obtained from a third party (i.e., another agency or organization), it may be released only by, or under the conditions established by that party. If that source has indicated that the information is not to be re-released, then the requester is to be referred back to the original source. Medical, psychological, or other information which the Bureau believes may be harmful to the client may not be released directly but must be provided to a designated authorized legal representative and/or a physician or psychologist.
The determination of whether information would be harmful to the individual must be made with input from the supervisory staff of Children’s Services. Clients, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives must
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be advised of the right to appeal any denial of release of records. Furthermore:
a) An official of the Bureau shall be present at all inspections. This person will interpret the record, if appropriate.
b) A record shall be kept of the people who have seen the record. The client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives must sign the review form.
c) Psychological reports, clinical diagnoses, and subjective evaluations, when developed for a case study and when shared with other personnel are accessible. Routine medical and eye reports may be reviewed; however, copies will be furnished only with the written permission of the physician or optometrist.
d) The client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives has the right to request and receive a copy, at cost, of any or all parts of their records. This copy will be furnished within five business days after receipt of a written request. A charge may be made, based upon the prevailing rate for photocopying services but may be waived in cases of financial hardship or if the number of pages requested is 10 or fewer. Individualized Family Service Plans, Individualized Education Programs, Section 504 Accommodation Plans or Service Plans shall be provided at no cost to the client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives . *
[All information, both medical and personal, given or made available to the Board of Education and Services
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for the Blind shall be held confidential. Use of such information will be limited to purposes directly connected with the administration of the child’s Individualized Family Service Plan, Individualized Education Program or Individualized Service Plan, as applicable. Information will not be disclosed, directly or indirectly, to any individual, agency or organization without the written consent of the child’s parent or legal guardian unless: 1) sharing or releasing of information is needed to protect the child or another person from possible physical harm or violence, 2) the agency is ordered to share the information by a court order or subpoena, or 3) the information is required by mandatory reporting laws from the agencies that BESB reports to such as the State Auditors of Public Accounts.
When information is requested but is not required by law to be released, the authorization to so release shall be obtained from the parent or legal guardian, prior to release of the information. Medical, psychological, or other information which the Agency believes may be harmful to the child may not be released directly to the parent or guardian but must be provided to the designated representative and/or a physician or psychologist.
A parent or guardian of a child receiving services from the Board of Education and Services for the Blind has the right to: (a) request in writing an appointment to review the case record with such appointment scheduled within ten (10) working days after receipt of a written request; (b) have copied (at cost) any part of the record with copies to be furnished within five (5) working days after receipt of a written request; (c) challenge the content of the record and request deletion or change with written notice of action on such request to be furnished within ten (10) working days.
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All parents or legal guardians shall receive written information in their preferred language regarding the scope of confidentiality at the time of application for services. Such written information shall:
a) identify the agency authority to gather and collect information;
b) explain the intended purpose for using or releasing such information;
c) provide an explanation of whether the provision of information is mandatory or voluntary and the effect that withholding requested or required information will have on the receipt of services;
d) identify the situations where the agency does or does not require informed written consent of the parent or guardian before information may be released, and;
e) identify the other agencies to which information is routinely released.
Procedures
1. All parents or legal guardians shall be informed, at application, that client information will be kept confidential to the extent required by law.
2. No applicant or client information may be released to any other party, either orally or in writing, without the informed written consent of the parent or legal guardian. A release of information form must be signed by the parent or legal guardian.
3. When personal information has been obtained from a third party (i.e., another agency or organization), it may be released only by, or under the conditions established by that party. If that source has indicated
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that the information is not to be re-released, then the requester is to be referred back to the original source.
4. All parents or legal guardians are to be informed of the confidentiality of personal information and the conditions for accessing this information.
5. The Certified Teacher of the Visually Impaired must make all data in the case record accessible or release it to the parent or guardian when requested in writing. Requests must be honored within ten (10) working days of the receipt of the written request.
However, information which the Certified Teacher of the Visually Impaired believes may be harmful to the child, parent or legal guardian may not be disclosed directly, but may be released to an authorized representative, physician or licensed/certified psychologist, as identified by the parent or legal guardian. The determination of whether information would be harmful to the client, parent or legal guardian must be made with input from the supervisory staff or the appropriate consultant. Parents or legal guardians must be advised of their right to appeal any denial of release of records. Furthermore:
a. An official of the Agency shall be present at all
inspections. This person will interpret the record, if appropriate.
b. A record shall be kept of the people who have seen the record. The parent or legal guardian must sign the review form.
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c. Psychological reports, clinical diagnoses, and subjective evaluations, when developed for a case study and when shared with other personnel are accessible. Routine medical and eye reports may be reviewed; however, copies will be generally furnished only with the written permission of the physician or optometrist.
d. The client’s parents or legal guardians have the right to request and receive a copy, at cost, of any or all parts of their records. This copy will be furnished within five business days after receipt of a written request. A charge will be made, based upon the prevailing rate for photocopying services.]
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*Section 3:* Referral and Eligibility
In order to be eligible for services from the [Board of Education and Services for the Blind, Division of] Children’s Services *Program of the Bureau of Education and Services for the Blind*, *an individual* [a child] must meet the statutory definition of legal blindness or vision impairment and have at least one parent*,* [or legal] guardian *,conservator or authorized legal representative* who is a [bona fide] resident of the State of Connecticut. In addition, *clients* [children] of school age must be eligible for special education services through a Local Education Agency *(LEA)* within the State, as supported by the development of an Individualized Education Program (IEP), or be eligible for [a service] *services under a Section 504 Accommodation Plan (Section 504 Plan) or Services Plan.* [plan in the form of a 504 Accommodation Plan. Children in the age range of birth to age 3 must meet the eligibility criteria for the State-wide Birth to Three System as supported by the development of an Individualized Family Service Plan (IFSP).] *Children who have not attained the age of three must meet the eligibility critera for the statewide Birth-to-Three System as supported by the development of an Individualized Family Service Plan (IFSP).*
The legal definition of blindness states that the best corrected visual acuity of the indivdual can be no greater than 20/200 in the better eye; or that a loss of visual field in the better eye retains no greater than 20 degrees of field vision.
For a person to meet the legal definition of visually impaired, their best corrected visual acuity in the better eye can be no greater than 20/70.
Anyone may *make a referral* [refer a child] to the [Board] *Bureau* of Education and Services for the Blind, [Division of] Children’s Services *Program*. Upon request, an Eye Report Form is sent to the *individual, or in the case of a minor or
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person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives * [parents], who instruct their Physician or Optometrist to complete it and return it to the [agency] *Bureau*. After the Eye Report has been reviewed by the [agency] *Bureau* and the *referred individual’s* [child's] vision has been determined to fall within the legal guidelines for eligibility, [a clerical staff person from BESB contacts the child's home in order to have the parents fill out the Application for Services and to explain to the parents the resources available to them.] *an Application for Services will be mailed to the individual’s home.*
When the [agency] *Bureau* has received the completed Application for Services and officially enrolled the *individual* [child] on the Registry of the [Board] *Bureau*, a letter is sent to the *individual, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives,* [parents, and the local Superintendent of Schools, with] *and* a copy *is sent* to the *teacher of children who are visually impaired or blind* [Teacher of the Visually Impaired] or Education Consultant, informing them that the *referred individual* [child] is now eligible for [special educational] services from *the Children’s Services Program of* BESB.
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*Section 4:* Services to [Non-Visually Impaired Children] *Clients No Longer Visually Impaired*
The [Board] *Bureau* of Education and Services for the Blind (BESB) pursuant to Connecticut General Statute 10-295*(a),* may provide time-limited educational services to *an individual* [a child] whose vision [may be greater than] *has improved to the level that the individual is no longer visually impaired, provided that the individual has an Individualized Education Program, Section 504 Accommodation Plan, Service Plan, or Individualized Family Service Plan* [as defined in Section 10-294a and is eligible under Section 10-76a-h of the Statutes].
These services will apply to *an individual* [children] who [have: (1) a diagnosed progressive vision loss or; (2)] was a BESB client immediately preceding [identification as] *a determination that the individual is* no longer *visually impaired* [qualifying for services from this agency]. Services will continue for the remainder of the current school year, following the guidelines of the approved Individualized Education Program *, Section 504 Accommodation Plan, Individualized Family Service Plan* or Service Plan.
The extent of services to *the individual* [said children] in the subsequent school year will be limited to no-cost services *, if available,* such as consultation by a BESB-employed *Education Consultant* [teacher of the visually impaired] twice per school year (as available), and the loan of large print textbooks and materials available within the Resource Library at BESB. No additional services will be provided unless a reevaluation *by a Physician or Optometrist* indicates that the *individual* [child] once again qualifies for BESB services by meeting the statutory definition for legal blindness or vision impairment, or if there is
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clear evidence from a Physician or Optometrist that the *individual’s* [child’s] eye condition has continued to deterioriate and will result in vision impairment or legal blindness within the subsequent school year.
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*Section 5:* Preschool Age Children
The *Department of Rehabilitation Services* [Board of Education and Services for the Blind] collaborates in the State-wide Birth to Three *System* [Program] per Memorandum of Understanding with the State *Office of Early Childhood* [Department of Mental Retardation]. Education Consultants from BESB assume a consulting role for children enrolled in the State-wide Birth to Three *System* [Program] who are experiencing vision impairments that meet the definition of “visually impaired” or “legally blind.” Preschool Education Consultants from BESB work directly with parents, guardians, *conservators, or authorized legal representatives,* children and educators on *vision-related or blindness-related* [vision related] issues and may *directly provide or* purchase such items and services as are necessary for the *vision-related or blindness-related* [visual] development of the child. *Such services may include:
a) Vision, independent living, or orientation and mobility services;
b) Assistive technology devices; and c) Ongoing assessment with instruments developed
specifically for children who are deafblind, blind, or visually impaired.*
The Preschool Education Consultants from BESB remain involved in the provision of *vision-related or blindness-related* [vision related] educational and consultation services until the child is enrolled in kindergarden in the school district, unless the school district opts to serve the child directly upon the child becoming three years of age (as confirmed through the development of an Individualized Education Program *(IEP), Section 504 Accommodation Plan* or [Individualized] Service Plan *(if the child is enrolled in a private or parochial school)*. At the time of school enrollment (or upon the third birthday if applicable), the involvement of BESB-provided Education
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Consultants is determined by the *education team* [preference] of the school district the child is being served in.
BESB eligible preschool children who turn 3, and are not eligible for an * Individualized Education Program, Section 504 Accommodation Plan or Service Plan (if the child is enrolled in a private or parochial school)* [IEP], may continue to receive consultation services from a BESB preschool consultant, *as well as Orientation and Mobility services* with supervisory approval. Low vision services and aids to maintain normal development *may* [will] also be provided. These children may participate in BESB sponsored events to address the expanded core curriculum.
BESB *may* [is able to] cover the costs of eligible *vision-related or blindness-related* [vision related] services and items as noted in the *Individualized* [Individual] Family Service Plan (Birth to age 3), Individualized Education Program *or Section 504 Accommodation Plan* (age 4 and 5)*, or [Individualized] Service Plan *(if the child is enrolled in private or parochial school)* [(Section 504 children)], consistent with state fee schedules from approved vendors. Services and items that are not directly related to the visual *or blindness-related* development of the child may be *available through* [covered by] another public or private agency that has been assigned case coordination responsibilities under the State-wide Birth to Three *System* [Program]. Parents *guardians, conservators, or authorized legal representatives* who desire services and items that are determined by the BESB Education Consultant to not be directly related to the visual *or blindness-related* development of the child, shall be instructed to contact the case *coordinator* [coordinating agency] to *explore whether those services are available through other sources* [request those services and items through them]. Services provided by BESB to preschool children who are visually impaired or legally blind shall be pre-authorized through the issuance of purchase of service
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commitments by this agency, and are not directly reimburseable to the school district.
[Where applicable, BESB will utilize comparable benefits through third party insurance of the parent or guardian prior to committing agency funds for services, except in situations where the exploration of comparable benefits could result in a significant delay in the provision of services, placing the child at medical or developmental risk].
*Children with legal blindness or visual impairments, whose parents,* [Parents or] guardians *conservators or authorized legal representatives* [who] decline to participate in the State-wide Birth to Three *System* [Program] remain eligible for *vision-related or blindness-related* [those vision related] services under BESB authorizing statutes [that are listed in the Individual Family Service Plan (Birth to age 3), Individualized Education Program (age 4 and 5) or Individualized Service Plan (Section 504 children) of the child,] consistent with state fee schedules from approved vendors.
Assignment of [Certified Teachers of the Visually Impaired] *Education Consultants* will be done by the Education Supervisor, based upon caseload size, geographic location and availability of staffing. Periodic adjustments in the caseload composition resulting in *Education Consultant* [Teacher] reassignment will be implemented by the Education Supervisor as necessary to ensure the appropriate allocation of staffing resources to cover the requests for services.
Education Consultants from BESB will provide *information* [literature] on and inform parents*, guardians, conservators and authorized legal representatives* of the State-wide Birth to Three *System* [Program] at the time of application for BESB services. The *Bureau* [agency] will further make *information* [literature] on the State-wide Birth to Three *System* [Program] available at
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health fairs, educational programs and related events. For children that are enrolled in the State-wide Birth to Three *System* [Program] and who are also receiving services through BESB, all services provided through this agency will be listed under the “Early Intervention Services and Supports” section of the Individualized Family Service Plan (IFSP) if the service is required under the State-wide Birth to Three *System* [Program], or under “Other Services” on the IFSP if the service is offered by BESB but is not a required early intervention service under Part C of the Individuals with Disabilities Education Act (IDEA).
The Birth to Three provider that has been designated as the service *coordinator* [coordinating agency] will be responsible for coordinating all services across agency lines and serve as a single point of contact in helping parents *, guardians, conservators or authorized legal representatives* to obtain services and assistance from BESB and other required Birth to Three service providers. Not later than the 15th of each month, the BESB Education Consultant providing services in conjuction with a comprehensive program for a child enrolled in the State-wide Birth to Three *System* [Program] will mail, fax or email the attendance information with dates and locations of services and any accompanying progress notes for the previous month to the Birth to Three *System* [Program].
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[Special Hiring Requirements – Preschool Teachers of the Visually Impaired
Prior to extending a job offer to any applicant under consideration for hire into a position within the Preschool Program at BESB that involves direct and ongoing contact with clients and/or family members of clients, the individual must first undergo a criminal background check. This background check will include biometric/fingerprinting through the Connecticut Department of Public Safety, Division of the State Police, and verification that the individual is not a registered Sex Offender within the State of Connecticut.
This policy is not retroactive to existing direct service employees in the Preschool Program, including those contractual individuals employed through CREC prior to July 10, 2002. However, all new potential hires after July 10, 2002, either through BESB or third party contractors, must successfully pass a criminal background check prior to a job offer. Written results of this background check shall be maintained in the personnel file of the applicant if employment is offered and accepted. A statement acknowledging that the results of the background check were reviewed by the Director of Human Resources shall be maintained within the personnel file of the employee.
The agency shall utilize the standard State of Connecticut PLD-1 employment application that requires employees to disclose if they have past convictions. Falsification of information regarding past convictions will disqualify the applicant for employment.
Only the Executive Director shall have the authority to extend a job offer to an individual who has a prior conviction in the following categories:
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Arson, burglary and related offenses, conspiracy, domestic violence, forgery and related offenses, harassment, kidnapping and related offenses, manslaughter, sexual offenses, threatening, weapons violation, assault and related offenses, child pornography, cruelty to persons, drug offenses, fraud, homicide, larceny, robbery and related offenses, perjury and subordination, stalking, unlawful restraint.
The Executive Director will review the following factors prior to making a decision to hire or not hire an applicant with prior convictions in the aforementioned categories:
a) Applicant’s age at the time the offense was committed;b) Mitigating factors at the time the offense was committed;c) Number of offenses for which the individual was
convicted;d) Efforts and success at rehabilitation;e) The amount of time since the offense was committed;f) The likelihood the offense will be repeated;g) Individual’s employment related references (history) since
committing the offense;h) The relationship between the job and the offense
committed;i) The training, structure and supervision available on the
job.
The results of this review shall be issued by the Executive Director in writing, with a copy maintained in the employee’s personnel file if a job offer is extended and accepted. Such written decision shall include the rationale for approval and shall further note any special restrictions or requirements necessary by supervisory staff to assure the safety of clients and family members served in the Birth to Three Program.]
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*Section 6:* School Age Individuals with Legal Blindness or Visual Impairments Enrolled in Public Schools* [Legally Blind and Visually Impaired Children]
[The initials of “LB” are used to refer to the classification of children who meet the eligibility criteria for legal blindness.
The initials of “VI” are used to refer to the classification of children who meet the eligibility criteria for vision impairment.]
While the Local Education Agency (LEA) has the responsibility for the education of *children who are* legally blind and visually impaired [children] within their service area, the [Board] *Bureau* of Education and Services for the Blind is authorized through Statute to assist with the vision*-* related *or blindness-related* special educational *and expanded core curriculum* needs of these *individuals* [children]. The [Division of] Children's Services *Program* discharges this responsibility by providing certified [teachers of the visually impaired] *Education Consultants* upon written request of the Local Education Agency *(LEA)* to offer direct instruction to eligible *clients* [children] in vision-related *or blindness-related* skills and consultation services to local education agencies and families, by distributing books and materials, and by purchasing*, within available appropriations, vision-related or blindness-related* [vision related] equipment and services as noted in the Individualized Education Program *(IEP), or Section 504 Accommodation Plan* [or Service Plan] that are necessary for the *client* [child] to experience full inclusion in the educational setting.
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[Multi-handicapped Visually Impaired Children
The initials of “MH” are used to refer to the classification of children who meet the eligibility criteria for legal blindness or vision impairment, where other documented secondary, significant disabling conditions are present.
The initials of “DB” are used to refer to the classification of children who meet the eligibility criteria for legal blindness or visual impairment, where documentation of deafness or significant hearing loss is also present. Children classified as “DB” fall within the category of “Multi-handicapped.”]
The education of children with vision impairments or blindness, who also have additional, significant disabling conditions as documented through medical professionals or others so licensed or certified to make such determinations, is also the responsiblity of the Local Education Agency (LEA). *BESB Education Consultants can also work with these individuals to address the vision-related or blindness-related equipment and service needs as noted in the Individualized Education Program (IEP), or Section 504 Accommodation Plan that are necessary for the client to experience full inclusion in the educational setting.
As stated in Connecticut General Statutes 10-295(b)(3), the Bureau cannot be held liable for lack of resources to deliver these services. The Bureau shall make all practical efforts for BESB staff to directly deliver the entire number of hours of service for vision-related or blindness-related goals that are in the Individualized Education Program (IEP), or Section 504 Accommodation Plan of the client. However, the ultimate responsibility for fulfilling the terms identified in the Individualized Education Program (IEP), or Section 504 Accommodation Plan rests with the school district. In situations where the Planning and Placement Team has identified a level of service or programming that exceeds the capacity of BESB staff
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or funding, it shall be the responsibility of the school district to address the remaining service hours or programming that is outside of the capacity of BESB.*
While the Local Education Agency (LEA) has the responsibility for the education of children who meet the definition of “Multi-handicapped” within their service area, the Board of Education and Services for the Blind is authorized through Statute to assist with the vision related special educational needs of these children. The Division of Children's Services discharges this responsibility by providing certified teachers of the visually impaired, upon written request of the Local Education Agency to offer direct instruction to eligible children in vision-related skills and consultation services to local education agencies and families, by distributing books and materials, and by purchasing vision related equipment and services as noted in the Individualized Education Program or Service Plan that are necessary for the child to experience full inclusion in the educational setting.]
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*Section 7: BESB Education Consultants for School Age *Clients* [Children]
The *Department of Rehabilitation Services* [Board of Education and Services for the Blind] may, within available appropriations, employ *Education Consultants who are certified as teachers of children who are visually impaired or blind to address* [the visually impaired in sufficient numbers to meet] the requests for services received from school districts *by May 31 st of each preceding school year*. Based on such determination the *Department of Rehabilitation Services* [Board of Education and Services for the Blind] shall estimate the funding needed to pay such *Education Consultants’* [teachers'] salaries, benefits and related expenses.
In responding to such requests, the agency shall utilize a formula for determining the number of *Education Consultants* [teachers] needed to *collectively* serve the school districts *that have requested a BESB Education Consultant*, crediting six points per each Braille learning *client of the Children’s Services Program* [child] and one point for each other *client of the Children’s Services Program* [child], with one full-time *Education Consultant* [certified teacher of the visually impaired] for every twenty-five points. The agency shall exercise due diligence to employ the needed number of *Education Consultants* [certified teachers of the visually impaired], but shall not be liable for lack of resources.
Assignment of *Education Consultants* [Certified Teachers of the Visually Impaired] will be done by the Education Supervisor, based upon caseload size and point distribution as noted above, geographic location and availability of staffing. Periodic adjustments in the caseload composition resulting in [Teacher] *Education Consultant* reassignment will be implemented by the Education Supervisor as necessary to ensure the appropriate
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allocation of staffing resources to cover the requests for services.
[By July 1] *As identified in state statute, not later than October 1st* of each year, the *agency* [Board of Education and Services for the Blind] shall determine the number of *Education Consultants* [teachers] needed for the *current* [upcoming] school year based on the formula provided in *this Section* [the above paragraph]. Through the completion of a form provided by BESB *no later than May 1 st of every year *, school districts will be given the option of selecting to receive the services of a BESB provided *Education Consultant for the upcoming school year* [certified teacher of the visually impaired] to provide direct instruction and consultation services for eligible *clients* [children].
The option for selecting a BESB provided *Education Consultant* [teacher] will be at the discretion of each school district. Those school districts opting to make their own arrangements for the provision of a certified teacher of [the] *children who are* visually impaired *or blind for the upcoming school year* shall be fully responsible for the service delivery to all eligible school age students within their district. BESB will be under no obligation to provide the services of *an Education Consultant* [a certified teacher of the visually impaired] to supplement these services for school age students within the school district. In emergency circumstances that occur during the course of a school year, such as the loss of a certified teacher of [the] *children who are* visually impaired *or blind* who is directly hired or contracted by the school district, BESB will make every effort to cover the short term needs of the school district while they *actively* recruit for a replacement, or the school district may opt to request a BESB provided *Education Consultant* [teacher of the visually impaired], if available. In such emergency situations, first priority will be coverage for students who are actively learning Braille.
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*In any fiscal year, when funds appropriated to cover the combined costs associated with providing BESB services to the Local Education Agencies (LEA) that have requested such services are projected to be insufficient, the Commissioner of Rehabilitation Services may collect revenue from all school districts that have requested such services on a per student pro rata basis, in the sums necessary to cover the projected portion of these services for which there are insufficient appropriations.*
[In any fiscal year, when funds appropriated are projected to be insufficient to cover the combined cost of providing certified teachers of the visually impaired and providing vision related purchased services as set forth in statute, the agency shall be authorized to collect revenue from all school districts that have requested such services on a per student pro rata basis, of the sums necessary to cover the projected portion of these services for which there are insufficient appropriations.] In such circumstances, *the agency shall notify each LEA in writing* [school districts will receive written notification by] no later than *December 1 st * [January 1st ] of the school year, indicating the projected shortfall and the prorated fee necessary to cover the costs for the remainder of the school year. Funds will be due to BESB within the school year, within such time as specified by BESB, in order to avoid interuptions in services.
In circumstances where a school district has chosen to hire or contract for its own certified teacher of *children who are* [the] visually impaired *or blind* to serve school age children within their district, the following exceptions will apply, unless the school district specifically requests a waiver in writing of these provisions:
a) BESB will provide Education Consultant services to all students who are classified as *deafblind* [deaf-blind] on a state-wide basis;
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b) BESB will provide Education Consultant services to all eligible students who attend state vocational technical schools;
c) BESB will provide Education Consultant services *up to two hours consultation per year* to all eligible students who attend Perkins School for the Blind.
d) BESB will provide In-service training and orientation on topics related to the education of children who are blind or visually impaired to all interested staff of the Local Education Agency *(LEA)* at no cost.
e) BESB will [make available] *provide within available funding,* textbooks and materials from [the Agency’s] *the Bureau’s* loaning library at no cost to the Local Education Agency *(LEA)*, provided the books are returned at the completion of the school year, or when no longer needed for the educational needs of the child.
f) BESB*, within available funding,* will cover the applicable cost of adaptive technology services including recommending appropriate, vision*-* related *or blindness-related* devices*, software* and aids, and training in their use.
*If a Local Education Agency has opted to receive services from an Education Consultant from BESB rather than directly hiring or contracting for their own teacher of children who are visually impaired or blind, the Bureau may offer the following services within available funding and staffing resources, consistent with Bureau policy and where applicable, as stated in the Individualized Education Program or Section 504 Accommodation Plan:
a) Braille instruction for students when it is included in their Individualized Education Program or Section 504 Accommodation Plan;
b) Direct instruction, guidance and programs to a student in the Expanded Core Currriculum;
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c) Adaptive technology services, including the recommendation and provision of appropriate vision-related or blindness-related adaptive devices, software and aids, and training in their use;
d) Textbooks and materials from the Bureau’s lending library, provided the books are returned when no longer needed for the educational needs of the student;
e) Curriculum consultation for classroom teachers who have students with blindness or visual impairment;
f) In-service training and orientation on the education of children who are blind or visually impaired to the staff of the LEA.
*In circumstances, where an Individualized Education Program or Section 504 Accommodation Plan of the individual identifies a level of service that exceeds the availability of BESB staffing resources, the Local Education Agency will be responsible for coordinating and providing the additional services that cannot be provided by BESB staff.*
[BESB is able to offer the following services to the communities that opt to receive services from this agency rather than hiring or contracting for a certified teacher of the visually impaired:
Braille Instruction for students who have this service identified in their Individualized Education Program (IEP) or Individualized Service Plan;
Curriculum consultation for classroom teachers to assist with maximizing the participation of the student in the educational process;
Direct instruction and guidance to the student in social skills development, self advocacy and independent living;
Adaptive technology services including recommending appropriate, vision related devices and aids, and training in their use.
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In-service training and orientation on topics related to the education of children who are blind or visually impaired to all interested staff of the Local Education Agency at no cost.
Textbooks and materials from the Agency loaning library at no cost to the Local Education Agency, providing the books are returned at the completion of the school year, or when no longer needed for the educational needs of the child.
For those communities that are receiving the services of Education Consultants from BESB, the agency will serve as a resource in the provision of the above noted services. However, in unusual circumstances, where an Individualized Education Program or Individualized Service Plan stipulates a level of service for a student that exceeds the time availability of the Education Consultant, the LEA will assume primary responsibility for the provision of services in excess of those that can be reasonably covered by the BESB staff member.
All school districts within the state shall receive the “REQUEST FOR TEACHER FORM” by no later than May 1st of each year in order to have sufficient time to determine their preference for a certified teacher of the visually impaired through BESB or other means. The due date for returning the form to BESB shall be the last working day in May of each year.]
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[REQUEST FOR TEACHER FORM
LEA (Please fill in)__________________
Requesting BESB Certified Teacher of the Visually Impaired: Yes, please send a BESB teacher to serve the
children in our district who are eligible for services. We currently have no BESB eligible students, but
would like BESB to send a teacher if a child in our district is identified as eligible for services during the school year.
No. Our district will hire or contract our own teacher.
Total Number of Students _________________
Number of Braille Learning Students from attached list _____
Signed___________________________ _______Special Education Director Date
Instructions for attached list of students:
1. Cross off any student(s) no longer served by your LEA2. Add any new students identified as BESB eligible3. Put an asterisk next to any Braille learning student(s)
(Services must be noted in IEP)4. Return this form and the attached list of students by May 31st
to:
Jeanette HainesEducation SupervisorBoard of Ed. & Services for the Blind184 Windsor AvenueWindsor, CT 06095]
*REQUEST FOR BESB EDUCATION CONSULTANT FORM 38
SCHOOL YEAR:________
LEA Name (Please fill in)______________________________
Requesting BESB Education Consultant:
Yes. Our LEA is requesting a BESB Education Consultant to serve the children in our district who are eligible for services in the next school year.
We currently have no BESB eligible students, but would like BESB to send an Education Consultant if a child in our district is identified as eligible for services during the next school year.
No. Our district will hire or contract our own certified teacher of children who are visually impaired or blind.
Signed______________________________ _____________ Special Education Director Date
Please return this form by May 31, _____ to:
Education SupervisorDepartment of Rehabilitation Services, BESB
184 Windsor AvenueWindsor, CT 06095Fax: 860-602-4030*
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[Teacher Reimbursement Process
School Districts that choose to make their own arrangements for the provision of a certified teacher of the visually impaired may seek reimbursement for the cost of the teacher with benefits, based on the following conditions:
The teacher, whether contracted, or hired directly by the School District, must hold a valid certification as a teacher of the partially sighted or teacher of the blind, issued through the Department of Education, State of Connecticut;
The School District must submit written certification of the salary or contractual rate paid to the teacher, and calculate the fringe benefit costs associated with the actual salary of the teacher or contractor;
The School District must submit written certification regarding the number of Braille learning and non-Braille learning students that are directly served by each certified teacher of the visually impaired hired or contracted by the School District.
Only students directly served by the certified teacher of the visually impaired on an assigned caseload, under an Individualized Education Program or Individualized Service Plan will be included in the formula reimbursement process.
BESB will distribute these forms to each School District that has opted for direct hiring or contracting of a certified teacher of the visually impaired by no later than December 1st of each year, with a due date of December 31st. The maximum reimbursement cost for a certified teacher of the visually impaired shall not exceed the actual cost of a BESB hired Education Consultant 2 at the maximum pay step, plus the cost of the full fringe benefit rate associated with this salary level.
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BESB shall calculate the level of reimbursement on a pro rata formula basis, with 25 points representing full reimbursement for one full time certified teacher of the visually impaired, up to the maximum agency reimbursement for the year. Points shall be assigned based upon six (6) points for each Braille learning student on the teacher’s caseload and one (1) point for each non-Braille learning student on the teacher’s caseload, as noted in the Individualized Education Program or Individualized Service Plan of each student. For school districts that employ or contract for a teacher of the visually impaired at less than full time status, a pro rata credit shall be utilized to first determine the adjusted caseload points that would be associated with the part time status of the teacher before applying the reimbursement formula. Reimbursement in these part time situations shall be on a pro rata basis utilizing the percentage of full time equivalent status that the certified teacher of the visually impaired works directly for or is contracted for by the school district.]
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[Request for Reimbursement - Certified Teacher of the Visually Impaired
Town:School District (if different):
Teacher Name:Teacher Certification Number:
Years of Experience as a Teacher of the Visually Impaired:
Teacher is: _____employee, OR _____contractor (check one)
Total hours per week Teacher is employed or contracted for: _____________How many hours per week equals a FULL TIME EQUIVALENT Teacher?:_____________What percentage of FULL TIME EQUIVALENT is this teacher?: ____________
Base Annual Salary (or annual contract cost):
Fringe Benefit Total Cost:
Total Cost with Benefits included:___________________________________________________
Number of students on the caseload of the certified teacher of the visually impaired as of December 1st that meet the legal requirement for visual impairment or legal blindness for whom there is a current Individualized Education Program or Individualized Service Plan that includes Braille instruction (ATTACH COPY FOR EACH STUDENT): ___________( MUST fill in number)
Number of students on the caseload of the certified teacher of the visually impaired, as of December 1st that meet the legal requirement for visual impairment or legal blindness for whom there is a current Individualized Education Program or Individualized Service Plan that does not include Braille instruction (ATTACH COPY FOR EACH STUDENT): __________(MUST fill in number)
NOTE: If you are seeking reimbursement for more than one Teacher, please include a separate form for each teacher, only completing the top portion for the second teacher. FUNDS WILL PAYABLE TO THE BOARD OF EDUCATION FOR THE LEA.
Signature and Name of Administrator certifying accuracy:
Signature: _____________________Print Name:Title: Date:]
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*Section 8:* Reporting Requirements
*Based on the requirement in Section 10-295(a) of the Connecticut General Statutes to provide specialized vision-related or blindness-related educational programs, goods and services to individuals who are visually impaired or blind, the Bureau of Education and Services for the Blind must maintain:* [Because of its legislative mandate to provide for the special educational needs of children with visual impairments in Connecticut, the Board of Education and Services for the Blind has the legal responsibility for maintaining:]
*a)* [1)] a list of all children within the State of Connecticut who meet the statutory definition of Legal Blindness or Visual Impairment;
*b)* [2)] a list of [Legally Blind] children *with Legal Blindness* for the American Printing House for the Blind (Federal Quota money);
*c)* [3)] an inventory of state-owned books and equipment;
*d)* [4)] * a record* [an account] of the expenses charged to the *agency appropriation for the Children’s Services Program* [ state grant for each child's education].
[The cooperation of the Teachers of the Visually Impaired is essential if the Board is to fulfill its legal responsibilites. All teachers are expected to furnish updated student data to the agency as soon as possible:]
*Local Education Agencies that directly provide a teacher of children who are visually impaired or blind rather than utilizing BESB Education Consultant services shall notify the Bureau within 30 days of:
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a)* [-] changes in address or in visual status;*b)* [-]changes in location of books; *c)* Changes in the location of equipment lent by the Bureau*
[- an annual report on the educational progress and placement of each student, on an agency-supplied form. - Copies of the minutes of the Planning and Placement Team (PPT) and the Individualized Education Program (IEP) are also required.- an annual Learning Media Assessment is required for any Legally Blind or Visually Impaired child who is not receiving instruction in Braille, regardless of age or presense of additional disabilities.]
*Additionally, Local Education Agencies that directly provide a teacher for children who are visually impaired or blind rather than utilizing BESB Education Consultant services shall provide the following information to the Bureau no later than the last business day in May of each school year:
a) An annual report on the education progress and placement of each student on forms provided by the Bureau;b) Minutes of each student’s Planning and Placement Team (PPT) or Section 504 Accommodation Plan meetings;c) Each student’s applicable Education Plan;d) An annual Learning Media Assessment on forms provided by BESB for any child who is legally blind or visuallly impaired who is not receiving instruction in Braille, regardless of age or presence of additional disabilities;e) An Annual Reading Rate Assessment on forms provided by BESB for every child who is seven years-old or older who is a reader of print, Braille or auditory formats;
f) A summary and narrative of transition school-to-work activities offered to each student age 16 or older and the
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outcomes achieved or, if applicable, an explanation for why no such services were offered;g) A narrative summary of the expanded core curricula and extracurricular activities provided to the student or, if applicable, an explanation for why no such services were offered.*
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*Section 9* Adaptive Devices *, Software* and Services
BESB [will] *may, within available approriations* provide [funding for the purchase of] the most effective, least expensive, vision-related *or blindness-related* adaptive *devices and adaptive software,* [equipment, computers and peripherals] that are essential to the *client’s* [child’s] participation in education *and the expanded core curriculum*. [All equipment, including computers, adaptive devices printers and peripherals] must be noted in the Individualized Education Program or Individualized Service Plan before ordering of the equipment can occur. Comprehensive, turn-key adapted computer systems require the assessment of a qualified Rehabilitation Technologist to ensure compatibility of products, prior to ordering.]
*Regardless of cost, prior to the provision of adaptive devices and adaptive software by BESB, the item(s) must:a) be recommended in a written report by a Rehabilitation Technologist or Rehabilitation Teacher provided by the Bureau, and;b) be specified in the Individualized Family Service Plan, Individualized Education Program, Section 504 Accommodation Plan, or Service Plan of the client.
Clients, and in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives shall have the opportunity to participate in the assessment by the Rehabilitation Teacher or Rehabilitation Technologist.
BESB shall not provide mainstream equipment, devices and software that is made available by another service provider, the Local Education Agency, or a private or parochial school for all students to utilize, regardless of disability. The provision by BESB of non-adaptive equipment and devices such as tablets, computers or peripheral items such as printers shall only be
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considered when another service provider, the Local Education Agency, or the private or parochial school does not make such devices available to students in general, and when the Rehabilitation Teacher or Rehabilitation Technologist of the Bureau documents through a written assessment that the device is the most effective, least exp ensive and age-appropriate solution for a vision-related or blindness-related need of the client. A computer or tablet will not be considered as necessary for vision-related or blindness-related needs, and therefore not provided by BESB if no adaptive features of the device itself or products such as large print software, refreshable Braille, or text-to-speech software are required by the client in order to use the computer or tablet.
Blindness-related adaptive devices, software, scanners and peripherals may be purchased as early as the kindergarten year for school use by the paraprofessional for Braille production on behalf of a Braille learning student in an academic program.
Braille embossers for home use may be provided when deemed essential for the student to produce their own Braille materials outside of the school setting.
Stationary electronic magnification devices can be provided for both home and school locations only when the Rehabilitation Teacher or Rehabilitation Technologist determines through an assessment that a portable electronic magnifying device is not suitable to meet the magnification needs for the client to adequately participate in educational or expanded core curriculum activities.
Sensory devices for clients who are deafblind, adapted switches for clients with motor impediments, and ancillary devices that enhance or augment speech or motor functioning, may be provided to facilitate the use of adaptive vision-related or blindness-related adaptive devices, equipment or software.*
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[A computer will NOT be considered as necessary for vision- related needs, and therefore not be ordered with BESB funds when no adaptive products such as large print or text-to-speech software are required by the student in order to use the computer.]
Ownership of all adaptive technology *devices, software*, equipment[, computers] and peripherals *provided by* [purchased with funds from] BESB shall be with the [child or child’s guardian] *client, or if applicable, with the parent, guardian, conservator, or authorized legal representative*. The cost of maintenance or repair of the equipment shall rest with the [child or child’s guardian] *client, or if applicable, with the parent, guardian, conservator, or authorized legal representative*. In circumstances where *the client, or if applicable, the parent, guardian, conservator, or authorized legal representative [a child or child’s guardian] requests, the agency shall reimburse [the child or child’s guardian] for the documented cost of the repair and applicable shipping *by the client, or if applicable the parent, guardian, conservator or authorized legal representative* of said equipment to and from the repair location. Temporary loan of equipment to clients to address short-term needs (such as a loan while the client’s equipment is being repaired *or for a short-term assessment*) shall be assigned through the agency loan [agreement] process and will not transfer in ownership.
Rehabilitation Technology services are *available on a short-term basis, within available resources, to train clients in the use of adaptive technology provided by the Bureau.* [necessary to:
1) evaluate the most appropriate vision-related adaptive technology products*.* [that potentially include the provision of a computer system or combination of devices that could impact on software compatability];
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2) train the eligible student how to use the adaptive devices.
These services may be funded through BESB, provided that the services are listed in the current Individualized Education Program or Individualized Service Plan of the child.]
All adaptive technology devices, *equipment, software,* [computers] and peripherals [will] *shall* be purchased in accordance with State of Connecticut purchasing procedures, using *state-*authorized vendors.
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*Section 10: Adaptive Materials and Aids
a) Adaptive Materials and Educational Aids for Preschool Children who are Visually Impaired or Blind*
[A. Ordering Devices and Materials for Preschool children]
Vision loss *can have an impact on many* [impacts all] areas of a child’s development. *Adaptive educational* [Educational] materials *and aids* are *beneficial* [necessary] to facilitate and assess the development of play, social skills, motor skills, language skills and daily living skills for the preschool child. Materials are needed to assess prereading and writing skills, including tactual sensitivity, motor coordination and relative strengths in tactual, visual and auditory modes. *Pre-Braille* [Prebraille] materials are needed to encourage literacy skills in the tactile learner. Preschool children with low vision require materials to make the preschool experience accessible in all developmental domains both at home and at school.
*Adaptive materials and aids* [Materials] that may be ordered include:
*(1)* [●] [Appropriate] *Vision-related or blindness-related* developmental toys [related to skills listed in the Oregon Project Skills Inventory for Blind and Visually Impaired Preschool Children].
*(2)* [●] Visually stimulating materials to promote visual efficiency and increased visual access to the environment.
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*(3)* [●] Braille and *Pre-Braille* [Prebraille] materials for literacy development, including adaptations to the environment that provide appropriate access to the materials. ( i.e. story boxes)
*(4)* [●] Materials to compensate for the child’s visual loss. (i.e. slant boards, brightly colored arts and crafts materials, switches & switch activated toys)
*(5)* [●] Materials to enhance tactile and auditory learning modes. (i.e. calendar boxes, [tape recorders] *audio playback devices*, textured switches)
[BESB will order adaptive software, large monitors, computer switch interface, Intellikeys, and touch screens IF adaptive devices are identified in the Individualized Family Service Plan or the Individualized Education Program, AND the Certified Teacher of the Visually Impaired concurs that such vision related devices are necessary for the student to participate in an academic program. Computers may be ordered to support the use of the above referenced adaptive devices if supported by the written request of the Certified Teacher of the Visually Impaired, after their review and acceptance of the written recommendation of a Rehabilitation Technologist.
B. Ordering Devices and Materials for School-Age Students]
*b) Adaptive Materials and Educational Aids for School Age Clients who are Visually Impaired or Blind*
A variety of devices and materials may be needed throughout the education process to support Braille, tactile and low vision learning. This includes instructional materials that relate to the
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expanded core curriculum. *Examples may include the following, based upon individual circumstances:*
*(1)* Daily Living Skills:
*(A)* [●] Materials that are modified for *clients with blindness or low vision* [blind and low vision students], including *Braille or large-numbered* watches, *large print keyboard* labels, *liquid level indicators, signature and writing guides, bold lined paper, large print or Braille calendars, and similar adapted materials to access daily living and education activities* [etc].
*(2)* Recreation/Leisure/Social:
*(A)* [●]Tactual or auditory materials such as Beep balls, modified board games, card games, etc.
*(3)* Compensatory Skills:
*(A)* [●] Reading and writing materials.*(B)* [●] Talking/large print calculator, talking dictionary. *(C)* [●]Subscriptions to accessible literature such as but not limited to Bookshare.org, [Recordings for the Blind and Dyslexic] *Learning Ally*, National Braille Press Book Club, etc.*(D)* [●] Assessment materials for evaluating literacy and functional vision [such as but not limited to Texas School for the Blind and Visually Impaired materials, Learning Media Assessment, functional vision assessment materials, etc].*(E)* [●] Art supplies that are specifically needed for modification purposes, beyond those supplies typically provided to all students in the art class. *(F)* [●] [Academic software, when necessary to facilitate the student’s learning of] *Accessible typing and* keyboarding *software* programs.
*(4)* Visual Efficiency: 52
*(A)* [●]Low vision aids as recommended by *a Rehabilitation Teacher of the Bureau,* an agency approved Low Vision provider, or Low Vision Center.
*(5) Money Management* [Career Education]:
*(A)* [●] Money *identifiers, check writing guides, calculators, etc.* [handling materials from APH, banking templates, large print check registry, address books, etc.]
*(6)* [ ● ] Orientation and Mobility:
[● American Printing House materials]*(A)* [●] White Canes and instruction in their use
[C. Guidelines for Purchases of Adaptive Devices
The following principles serve as guidelines for Certified Teachers of the Visually Impaired and Rehabilitation Technologists to consider when reviewing recommendations for adaptive devices. Individual circumstances will predicate the applicability to each student situation. The Education Supervisor should be consulted for additional guidance regarding unique circumstances that fall outside of the scope of these guidelines, prior to the the submission of a written purchasing request.
Computer/ adaptive software/printer/embosser may be purchased as early as the kindergarten year for school use by the paraprofessional for Braille production on behalf of a Braille learning student in an academic program.
Scanners for school use can be considered for second grade and higher as a reflection of the increased volume of material needed for Braille production for a child in academic program.
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Screen reading software for home can be ordered when the child has demonstrated the ability to use such devices independently and has mastered keyboarding.
Scanners and printers for home use by the student may be considered in conjunction with a home computer for the student to independently complete homework assignments.
Braille embossers for home use may be provided when deemed essential for the student to produce their own Braille materials outside of the school setting.
Either an electronic notetaker OR a laptop computer can be provided when the Certified Teacher of the Visually Impaired, in consultation with a Rehabilitation Technologist concludes that it is necessary for the student to have portability for the completion of educational assignments. Students and their guardians should be afforded the opportunity to choose between the lap top computer or notetaker option for their child, based upon their review of the recommendations of the members of the Planning and Placement Team.
Adaptive low vision magnifying software may be purchased for low vision students to access the school and/or home computer.
Computers will be considered for low vision students on an individual basis in conjunction with the necessity for low vision magnification software when written justification for the computer is provided by the Certified Teacher of the Visually Impaired after review of the recommendation of a Rehabilitation Technologist. Typically, adapted computers will be provided in academic situations where a student is not able to read their own handwriting or is not able to handwrite rapidly enough to take notes in class.
Scanners will be considered for low vision students when needed for the efficient production of enlarged materials.
Electronic magnification devices such as closed circuit televisions (CCTV’s) are typically provided when the Placement and Planning Team determines that the child is
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able to utilize such equipment responsibly and where the team determines that such equipment will increase the child’s independence and involvement at home or school. Where a child requires magnification at both home and school, the agency will consider the purchase of a portable magnifying device, or if more appropriate, fixed location magnifying devices for home and school. The purchase of a second fixed location magnifying device will be considered after the completion of a 90 day trial with the initial device.
The purchase of an adjustable table with battery pack that is produced specifically for a closed circuit television will be considered when portability is needed, and access to electrical outlets is limited.
Age appropriate switch-adapted devices may be purchased for a child with motor impediments for such situations when the switich devices are necessary for the operation of vision related software or devices.
Sensory devices may be purchased for students where the devices are directly related to the vision functioning of the student. Ancillary devices that enhance or augment speech or motor functioning, are not considered to be vision related.
Under the special provisions of statutory authority provided to BESB, individuals with deafness and blindness may receive though agency funds sensory aids and devices that maximize the use of residual hearing, or facilitate communication.]
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*Section 11:* Braille and Large Print Texts
*The Bureau of Education and Services for the Blind can provide, within available resources, Braille and large print textbooks and materials to BESB clients who attend schools within a school district, or in a state, private or parochial school.
The school personnel are responsible for providing BESB with a list of educational materials needed for the student’s curriculum for the next school year by no later than March 1 st of the current school year. BESB will make every effort to assist in providing the materials requested by the start of the new school year. Items that are on-shelf in the Materials Resource Center at the Bureau are then assigned to the student using a bar code inventory system. This system tracks each book checked out, the student history and when the book is due back. The books and materials are then loaned to the school for the student to use. If the materials requested are not available from the Materials Resource Center, they are purchased by BESB from vendors that are under State contract. Upon receipt by the Bureau, these books and materials will be loaned to the school for the student to use.
Upon completion of the course, the school must promptly return to the Bureau all volumes of each book that was loaned. Failure to return the book within thirty (30) days of the completion of the course, or to return all volumes that were loaned may result in a fee to the school for the actual cost of replacing the missing volumes or books.
If, for any reason the school changes the student’s curriculum after the materials originally requested by the school have been ordered, the school will be responsible for purchasing the new materials.*
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[A library data and bar code system is in place for the Materials Resource Center book inventory.
All Braille and large print text and leisure reading books must be checked out by the bar code system by staff members of the Materials Resource Center. Books and materials cannot be removed unless this has occurred.
Braille, large print or electronic media books that are either directly purchased for the student using BESB funds from their individual accounts, or loaned to the student through the Materials Resource Center, remain the property of the State of Connecticut and shall be returned to the Materials Resource Center when no longer needed for the student’s educational program.]
[Educational Items Stocked at BESB
BESB maintains an inventory of adaptive devices, educational aids and materials that are available for immediate use by eligible children of the agency.]
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*Section 12:* American Printing House (APH) Items
[Children’s Services designates a clerical staff person to order materials and to oversee the tracking of inventory available. Certified Teachers of the Visually Impaired may request these items directly by completing a “Taken from Stock Request Form” and forwarding it to the designated BESB clerical staff person by email, fax or print copy. Items may be for multiple students on the same request form.]
*The American Printing House for the Blind (APH) receives federal Quota funds for students that are legally blind. Each year there is an amount allocated per student. Each state is responsible to complete a census for APH every year to give them the number of students that qualify for the funding.
Education Consultants and teachers of students who are visually impaired or blind must submit a Purchase Request for Goods or Services to the Ex Officio Trustee for items from the APH catalog to be ordered from APH Quota funds. The Ex Officio Trustee then confirms the student is eligible to receive items from Quota and orders them from APH. The student must have a current Individualized Education Program, Section 504 Accommodation Plan, or Individualized Family Service Plan to be considered for purchases through the APH Quota funds.*
[Old Stock Items
Old stock items are also kept in the Children’s Services Stockroom. They are listed on a separate inventory form. Quantities for most items are tracked. Items are typically not reordered when depleted. Children’s Services designates a clerical staff person to dispense these items upon receipt of requests submitted by Certified Teachers of the Visually
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Impaired, using the “Taken from Stock Request Form.” Those teachers who come to the agency may directly remove old stock items from the stockroom after submitting the “Taken from Stock Request Form” to the Children’s Services clerical staff person designated to maintain the inventory.]
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[Bulk Ordered Stock
Bulk ordered stock items are located within a locked area in the Children’s Services Stockroom. A spreadsheet of the available items along with current quantities is maintained by the designated Children’s Services clerical staff person.
Teachers may request items from this inventory by completing a separate “Taken from Stock Request Form,” checking the box titled “From Bulk Ordered Stock.”
Forms should be submitted to the designated Children’s Services clerical staff person by email, fax or print copy. Orders will be filled and shipped to the address noted on the form.
[Viewing Inventory
To assist Certified Teachers of the Visually Impaired to know what is available within inventory at any given time, all spreadsheets are available for viewing on the Share Drive of the BESB network. Staff can feel free to view the inventory directly or request that a copy be emailed to them.
To Access the Children’s Services Inventory Database: Click on BESB Links Icon Click on Children’s Folder Scroll down to “Children’s Business Inventory” Folder
Click on any of the four folders for the up-to-date inventory: APH Bulk Order CS Canes Old Stock]
[Request For Educational Items Not In Stock 60
Items not listed on the inventory spreadsheets, or depleted bulk order stock needs to be requested on a BESB Form 403. The BESB Form 403 form must specify the individual child for whom the item(s) are to be ordered. For individual items that are expected to cost more than $600 and all technology orders, the applicable page(s) of the current IEP must be attached to the request. The form will be submitted to the Children’s Services Division by email, fax or print copy. The Children’s Services clerical staff members will confirm that items are not available in stock prior to creating a requisition to purchase. The Education Supervisor will review the request prior to issuing approval for items costing more than $600 in addition to technology orders.
If the items requested on the BESB Form 403 form include APH or Old Stock inventory, then the form will be directed to the designated clerical staff person handling that inventory for retrieval and shipping of the items, and inventory updating.]
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*Section 13:* Low Vision Services
For the *client* [child] who has some functional vision, it is important that he or she gain maximum benefit from that vision. A thorough low vision evaluation and the accompanying optical aids, if recommended, is an essential part of helping the *client* [child] make the best use of his/her vision.
Low vision evaluations should become a continuing facet of the *client’s* [student's] educational program, because through the years various changes occur, including:
- changes in the eye conditions [of the child];
- developments in technology;
- increasing efficiency in the use of vision;
- improvement in the manipulation of optical aids.
[The Board of Education and Services of the Blind will pay directly for a complete low vision evaluation, including an initial visit to a BESB approved ophthalmologist or optometrist, one follow-up training visit, and the optical aids prescribed, every two years, unless a degenerative eye condition or significant, noticeable reduction in functional vision within the preschool or school setting requires an interim visit.]
*In accordance with fee schedules adopted by the agency, the Bureau of Education and Services for the Blind may cover the cost of a client’s low vision evaluation and follow-up training by a BESB-approved low vision provider. The cost of low vision devices recommended by the low vision provider may only be paid for in accordance with approved fee schedules and upon the request of the assigned Education Consultant or teacher of children who are visually impaired or blind. A client may receive
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low vision services even if those services are not in the client’s applicable Education or Service Plan.
Clients , or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives shall be provided with the list of agency approved low vision providers to select from for the provision of the low vision examination. A purchase authorization request from the agency must be issued to the low vision provider in advance of the provision of services. Low vision services that are not pre-authorized cannot be paid for with agency funds.*
To obtain a low vision evaluation, the [Teacher of the Visually Impaired] *Education Consultant or teacher of children who are visually impaired or blind* should[:] *complete and submit the required referral form, consent form and purchase request to the Children’s Services Supervisor for review and approval.*
[Request a Referral for Low Vision Evaluation Card, Parent Request Form and Educator's Low Vision Report Form from the Division of Children's Services.
Fill out the Referral Card and the Educator's Report. This check list gives the examiner some functional information about the child before the evaluation.
Have a parent choose a low vision specialist from the approved list of BESB consulting providers, noting the selection on the Parent Request Form. The parent will need to specify if the report should be sent to their regular eye care specialist and sign the Request Form.
Write the child's name and the name of the Certified Teacher of the Visually Impaired on the top of the Parent Request Form and send all three items back to the Childrens Services Office.]
After the request has been given supervisory approval [through the agency computerized requisition system, a BESB Form 6
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letter of] *a purchase* authorization along with [the above referenced] *the referral* forms and invoices are sent to the low vision specialist. A written notification form is sent to the *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives* [parents], who may then call the examiner's office to schedule an appointment.
After the low vision evaluation has been completed, the examiner will forward to the *Bureau* [agency] a copy of the results, along with any recommendations for magnifying aids or glasses. [A copy of the report will be submitted to the Agency designees for fee schedule review and creation of a requisition for the aids.]
Upon supervisory approval, [a BESB Form 6 letter] *a purchase authorization* will be sent to the examiner for the aids to be dispensed. The examiner will contact the *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives* [parents] when the devices are available. A subsequent office visit will occur, where the examiner will teach the *client* [child] how to use the devices.
[Teachers of the Visually Impaired] *Education Consultants and teachers of children who are visually impaired or blind* [are encouraged to] *may, if requested, accompany the client* [go along with the child and parent] to the evaluation, particularly if there are specific educational questions.
It will be the responsibility of the [Teacher of the Visually Impaired] *Education Consultant or teacher of children who are visually impaired or blind* to verify the provision of low vision aids to the *client* [child] before the agency will release funds to cover the costs associated with the low vision process.
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The Low Vision Evaluation may be repeated every two years if needed, unless a degenerative eye condition or significant, noticeable reduction in functional vision [within the school setting] *may* require[s] an interim visit. *Low vision services are* [It is] not intended to replace [the] regular eye care and examinations [which are the responsibility of the parents].
[Low Vision services are purchased directly by BESB as an essential part of a child’s development (where applicable) using available funding and therefore need not be listed in the Individualized Family Service Plan, Individualized Service Plan or the Individualized Education Program of the child.]
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*Section 14:* Orientation and Mobility
*Clients* [Children] with vision impairments or legal blindness may be referred for orientation and mobility training at any age. The [Board] *Bureau* of Education and Services for the Blind employs Mobility Specialists whose function is to assist and train *clients* [children] to move more confidently and safely through their environments. *Orientation and Mobility Instructors are available to provide travel training and to provide canes and anti-glare sunglasses to facilitate safe travel. Instruction may occur in the home, in the school, in the community, and in the use of public and private transportation services.*
[Orientation and Mobility Instructors are used to:
acquaint a student with a new school, or a new wing of an old school;
train a student to walk to/from school safely; help a student learn to get on and off the school bus at home and at school; orient a student to the downtown business center, the bus routes, a summer job, a discount store, etc.
As a student moves into the teenage years, and expectations of his or her independence rise, the services offered by an Orientation and Mobility Instructor become more significant. Most legally blind students should be seen, at least for evaluation and planning, by an Orientation and Mobility Instructor by the time they are 16.]
Referral is made by [contacting the] *completing an* Orientation and Mobility [Program] *Referral form and submitting it to the Quality Control Reviewer* at the [Board] *Bureau* of Education and Services for the Blind. Services available through BESB staffing need not be listed in the [Individualized Service Plan or Individualized Education Program (IEP) of the student] *client’s
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applicable Education or Service Plan, except that in a school setting such services or aids must be provided for in the applicable Education or Service Plan. Services are provided within available BESB staffing resources and the Bureau is not liable for the delivery of hours of Orientation and Mobility instruction that are identified in an Individualized Family Service Plan, Individualized Education Program, Section 504 Accommodation Plan, or Service Plan of the client that are in excess of staff availability.*
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*Section 15:* Psychological Evaluation
It may be desirable at times for a *client* [student] with vision impairment or blindness to have an individual evaluation of his or her intellectual functioning, interests and aptitudes, emotional health and stability and social interaction.
If a *client* [child] has enough *eyesight* [sight] to function visually, then the school psychologist may properly administer the same sort of tests that are used for all the children in the school system. If, however, the *client* [child] functions non-visually, then it may be more helpful for the testing to be done by a psychologist who is familiar with the modifications and adjustments that are made for *individuals who are blind* [the blind individual].
It is essential that the psychological examiner be acutely sensitive to the subtle ways in which a visual disability may have limited a child's experience or understanding, and thus influence the results of an examination.
*BESB may pay for psychological testing through approved psychologists or other professionals certified or licensed to administer intellectual and developmental testing where such testing is recommended in the client’s applicable Education or Service Plan.*
[Evaluation by a private psychologist may be done at the expense of a local school system or the school staff may request that BESB fund this service and provide authorized testing through approved psychologists and/or other professionals so certified or licensed to administer intellectual and developmental testing.]
The [Teacher of the Visually Impaired] *Education Consultant or teacher of children who are visually impaired or blind* should
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contact the Supervisor of the Children’s Services *Program* [Division] to discuss the options that are most appropriate in each situation. [BESB also maintains a list of psychologists that are skilled in the assessment of children who are visually impaired.] It is important that the LEA provide a copy of all psychological reports directly to BESB so that they may become part of the *client’s* [child's] permanent file.
*Section 16:* Vocational Rehabilitation 69
*Clients of BESB* [Students] who are legally blind *(and visually impaired, if registered as a client of the Bureau’s Children’s Services Program on or after January 1, 2010)* are served by the [Board] *Bureau* of Education and Services for the Blind, [Division of] Vocational Rehabilitation *Program*. Referral to the Vocational Rehabilitation *Program* [Division] of BESB for [students] *clients served by the Children’s Services Program of BESB* [who are legally blind] may occur as early as the 14th birthday, but should not occur later than the 16th birthday for a student that has a pre-vocational or vocational component to his/her [Individualized Education Program, or Individualized Service Plan.] *applicable Education or Service Plan.* [The Division of Vocational Rehabilitation takes full case management responsibility for the student at the time of graduation from high school.] During the transition years, it is critically important to involve the Vocational Rehabilitation Counselor in the Planning and Placement Team process to ensure a smooth transition into employment, vocational training or higher education after graduation.
[Students who meet the criteria of Visual Impairment can be referred to the State Department of Social Services, Bureau of Rehabilitation Services and may be referred any time after age 16.]
Specialized services and funding [are] *may be* available through the Vocational Rehabilitation *Program* [Services Division] for transition school to work activities, such as, but not limited to mentoring programs with former recipients of BESB services who are successfully employed, job shadowing experiences, leadership development camps, independent living training, adaptive technology training and related skills development opportunities during the school year and over the summer break. *Transition programs and services that require a funding
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obligation from BESB should be included in the applicable Education or Service Plan of the client.*
Further information on activities can be obtained by contacting the Supervisor of Vocational Rehabilitation.
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*Section 17*: Enrollment in Private or Parochial Schools
*Clients who are placed by their parent, guardian, conservator or authorized legal representative in a Connecticut private or parochial school may receive vision-related or blindness-related consultation services from BESB staff. These clients may participate in Expanded Core Curriculum (ECC) activities sponsored by the Bureau. Low vision services and aids to maintain optimal visual functioning may also be provided. Other purchased vision-related or blindness-related goods and services may only be provided if recommended in the applicable Service Plan.*
[A parentally or legal guardian placed student in a Connecticut private or parochial school may access funding for services through BESB if the student has an IEP, 504 Accommodation Plan, or IDEA service plan that includes BESB services. BESB would then provide for the vision related service needs of the student as detailed in the applicable plan. Disbursement of funding shall only apply to the school district serving the child, as supported by the current IEP or 504 Accommodation Plan.]
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*Section 18: Home Schooling
Clients who are being home-schooled may receive vision-related or blindness-related consultation services from BESB staff. These clients may participate in Expanded Core Curriculum (ECC) activities sponsored by the Bureau. Low vision services and aids to maintain optimal visual functioning may also be provided. Other purchased vision-related or blindness-related goods and services may only be provided if recommended in an applicable Education or Service Plan. Parents, guardians, conservators or authorized legal representatives should collaborate with the Local Education Agency for the development of an Education or Service Plan that addresses the vision-related or blindness-related educational needs of the client. BESB is unable to provide or purchase these goods or services unless there is an Education or Service Plan that identifies these vision-related or blindness-related needs.*
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*Section 19: Consultation* Services to Local Education Agencies
[Augmenting the legally mandated services which BESB provides to children with visual impairments, their parents and teachers, the Division of Children’s Services is interested in providing some additional help to Teachers of the Visually Impaired.]
BESB staff members are available to speak to community groups, *and* [career education fairs, other] professional organizations on topics related to the education of [the] *individuals who are visually impaired or* blind.
Staff members *of the Bureau* [and Education Consultants] are available to act as leaders or speakers in local school workshops or seminars for regular classroom teachers if desired.
Staff members [and Education Consultants] are able to offer [help] *consultation* in some specialized areas such as science, math, adapted educational items that feature speech, large print or Braille access technology, curriculum modification to make classroom instruction accessible to clients of BESB, [for the visually impaired], preschool needs, orientation and mobility or needs of children with multiple disabilities.
[BESB provides training to staff members of Local Education Agencies on the reimbursement process.]
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*Section 20:* In-Service Education
The [Division of] Children’s Services *Program* has a commitment to provide in-service professional development and enrichment opportunities to *educators and support staff* [Teachers of the Visually Impaired in Connecticut] by utilizing such approaches as one-day workshops, lectures and seminars, [an annual conference] and Connecticut based publications.
BESB’s Children’s Services *Program* [Division] strives to assist *educators and support staff* [Teachers of the Visually Impaired] in their efforts to learn about new *vision-related and blindness-related* materials and techniques; solve specific problems; assimilate new concepts in educational theory; discover new or different approaches to teach children with vision impairments *or blindness*; gain new perspectives on their roles as educators; and work cooperatively to improve the education of children with visual impairments *or blindness*.
*The Bureau distributes to school districts a listing of upcoming educational seminars and training opportunities.*
[Suggestions concerning topics or speakers for in-service education are always welcome.]
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[Use of 90171 Account funds (formerly 314)
The funds provided by DMR for reimbursement of case management services within the Birth to Three System shall be available to support both direct client service and administrative support of the programs administered by the agency that benefit children, ages birth to high school graduation or age 21 (whichever comes first). These funds may be accessed to cover essential, critical vision related purchases and services in individual situations. The funds may also be used for individual or group activities that increase the skills, knowledge or socialization of children. In addition, these funds may be used to support administrative functions of the Children's Services Division that enable the program to fulfill its mission.]
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[Funding Disbursement Process
Under legislative authority, BESB may disburse funds that remain in the Educational Aid for the Blind and Visually Impaired Children account at the completion of each school year to local school districts that provides services to children who are blind or visually impaired. Such funding shall be disbursed to the Department of Special Education of each school district, and shall not exceed $6400 per each enrolled student. The amount of funding available for disbursement at the completion of each school year will vary, based on the total costs associated with the following items and services:
Purchased services for children in the preschool program, including adaptive items, consultations, contracted services and associated items, services and activities that either directly or indirectly benefit the vision related preschool needs of students who are legally blind or visually impaired;
Purchased services for school age children including but not limited to vision related items such as large print or Braille textbooks and materials, adaptive technology devices, low vision examinations, low vision aids, specialist evaluations, independent living evaluations and training, rehabilitation technology services, leadership development camps, transition school to work activities, and associated items, services and activities that either directly or indirectly benefit the vision related educational needs of students who are legally blind or visually impaired;
Salaries, fringe benefits and related expenses associated with the additional certified teachers of the visually impaired needed to serve all communities that request services from BESB;
Reimbursement for the cost of the salaries and fringe benefits for certified teachers of the visually impaired, hired directly or contracted for by school districts, up to the maximum level as established by BESB;
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Remaining funds shall be calculated by subtracting the cost of above referenced items and any outstanding purchasing commitments that can be reasonably expected to be liquidated by June 30th of the applicable school year. Disbursements shall be distributed to the school districts on a pro rata formula basis with a two-to-one credit ratio for Braille learning students to non-Braille-learning students in the school district based upon the annual child count data of eligible BESB students as determined by the agency on or about December 1st of the current school year.
BESB shall provide to school districts in April of each year a listing of all eligible childen who are legally blind or visually impaired as determined by the agency for the annual child count report. In reviewing this data, each school district will identify those students who are learning Braille as noted in their Indiviualized Service Plan or Individualized Education Program. The current Individualized Service Plan or Individualized Education Program for each student will be submitted to BESB along with confirmation of the accuracy of the child count data. In addition, in order to be eligible for funding disbursements for each student, the following information must be submitted, where applicable on forms provided by BESB:
an annual summary on the educational progress and placement of each student, on an agency-supplied form;
Copies of the Individualized Education Program or Service Plan;
an annual Learning Media Assessment is required for any Legally Blind or Visually Impaired child who is not receiving instruction in Braille, regardless of age or presence of additional disabilities;
a narrative summary of transition school to work activities offered to each student age 14 and up (or explanation for why
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no services were offered if applicable), including a summary of those activities and the outcomes achieved;
a narrative summary of the expanded core curricula and extracurricular activities provided to the student (or explanation for why no services were offered if applicable).
An annual reading rate assessment form for each child, age 7 and over who has been identified in the BESB database as a visual, auditory or Braille reader.
The due date for the receipt of this information will be the last business day in May of each year. BESB shall distribute funds on or about June 30th of each school year.]
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[STATE OF CONNECTICUTBoard of Education and Services for the Blind
Division of Children’s Services
ANNUAL EDUCATION REPORTDate: ___________________mmjnTeacher of the Visually Impaired : ________________Student Name: _____________________________DOB: ______________School: _______________________Grade: _____________Classification/Acuity Code: ___________________Reading Mode: ___________Visual Diagnosis:________________________Acuity: Left Eye: ________ Right eye: ________ Both eyes: __________ Visual Field: ______________
Learning Media Assessment is attached (not required for braille readers)
Child is served under: IFSP (for Birth to Three) IEP 504 service plan
Expanded Core Curriculum Annual Checklist:Check only areas addressed this year in the child’s program. For all items checked, narrative summary should be included in text of the BESB Annual Education Report.
Compensatory skills for accessing curriculum (such as braille, tactile graphics, calendar systems, large print, audio books, etc)
Technology Orientation & mobility Social skills Daily living skills Recreation and leisure Transition activities (age 14 and up only)]
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[Narrative SummaryStudents using braille or print/braille
Name: School Year:TVI:Adaptive equipment used by student:
Visual Functioning:
Expanded Core Curriculum
Braille Reading Skills:
Braille Writing Skills:
Adaptive Math Skills:
Organization:
Technology:
O & M:
Social Skills:
Daily Living Skills:
Recreation and Leisure:
Transition Activities:
Additional Goals Addressed:
Recommended Goals for Next Year:]
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[Narrative Summary Children with Modified Curriculum
Name: School Year:TVI:
Eye dominance:Hand dominance:
Visual Gaze Behaviors:
Supports for Best Visual Functioning:
Hearing Status:
Communication:
Teaching Strategies:
Recommended Goals for Next Year:]
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[Narrative SummaryVisual Learner
Name: School Year:TVI:Adaptive equipment used by student:
Visual Functioning:
Summary of all areas of the expanded core curriculum addressed this year:
Recommended goals for next year:]
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*Section 21:* Appeals Procedures
[Any parent or guardian of an eligible child who is legally blind or visually impaired, who is dissatisfied with any determinations made by an Education Consultant who is employed or contracted through BESB concerning the furnishing or denial of services may request a timely review of those determinations.
The parent or guardian must make a written request for a review of the decision that was made by the Education Consultant, and state in the written request the nature of the matters to be addressed in the review. The Agency may not institute a suspension, reduction, or termination of services being provided under an Individualized Family Services Plan, Individualized Education Programor Individualized Services Plan pending a review, unless the parent or guardian so requests, or the Agency has evidence that services have been obtained through misrepresentation, fraud, collusion, or criminal conduct on the part of the parent or guardian.]
*a) Any client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives who is dissatisfied with any determinations made by personnel of BESB’s Children’s Services Program concerning the furnishing or denial of services may request a timely review of theose determinations. The client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives shall make a written request for a review of the decision that was made by the BESB personnel and state in the written request the nature of the matters to be addressed in the review. The Bureau may not institute a suspension, reduction or termination of services being provided under the applicable Education or Service Plan during the review period unless the client, or in the case of a minor or person under guardianship or conservatorship, their parents,
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guardians, conservators or authorized legal representatives so requests or the Bureau has evidence that services have been obtained through misrepresentation, fraud, collusion or criminal conduct on the part of the client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives. *
*b)* Review Options
*(1)* [1.] Informal Resolution:
A *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives* [parent or guardian] may seek an informal review of a decision by sending a written request to the Education Supervisor. This review will be conducted within twenty business days of receipt of the written request for such a review. *The Education Supervisor shall issue a written decision, citing relevant BESB Children’s Services policies, statutes and regulations that factored into the outcome of the review.*
*(2)* [2. Subsequent] *Formal* Review:
A *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives* [parent or guardian] may seek a formal review of a decision by sending a written request to the [Executive] *Bureau* Director of [the agency] *BESB*. This review will be conducted within twenty business days of receipt of the written request for such a review. The purpose of this subsequent review is to offer the *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives* [parent or guardian] an option to provide written documentation of their concerns for timely resolution of disputed decisions that could not be resolved in the informal review process. *The Bureau
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Director shall review pertinent information, including the policies referenced as the basis for the decision issued by the Education Supervisor, as well as any additional information that the client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives provides. The Bureau Director shall issue a written decision, citing relevant BESB Children’s Services policies, statutes and regulations that factored into the outcome of the review.*
[3. Formal Hearing Procedures:]
*c)* Disputes with School Districts
A *client, or in the case of a minor or person under guardianship or conservatorship, their parents, guardians, conservators or authorized legal representatives [parent or guardian] who is in disagreement with a determination made by *personnel* [that is] directly hired or contracted through a school district or local education agency should direct their concerns to the immediate supervisor of the individual within the school district. BESB can assume a consultation role to facilitate clarifying understanding of *Bureau* [agency] policy as it pertains to the provision of vision related *or blindness-related* services on the *individual’s* [child’s] behalf.
*d) Disputes with Statewide Birth to Three System Providers*
Additional formal hearing options [are] *may be* available to parents *guardians, conservators or authorized legal representatives* [or guardians] of children who are enrolled in the Statewide Birth to Three System, administered through the *Office of Early Childhood* [Department of Mental Retardation] for disputed matters.
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*Section 22:* Independent Living Programs
The Children’s Services *Program may, within available funding and resources, purchase or directly provide for a client’s participation in independent living programs, both in state or out of state. Such programs must support the development of skills as identified in the Expanded Core Curriculum and shall be identified in the Individualized Family Service Plan, Individualized Education Program, Section 504 Accommodation Plan or Service Plan of the client.* [Division offers opportunities for students who are legally blind and visually impaired to develop independent living skills in individual and group settings. These programs and initiatives include training in specific skills that facilitate the development of self-esteem, competency and preparation for the transition from school to careers. These programs and initiatives frequently involve collaboration and coordination with other Divisions within the agency, such as Adult Services, Vocational Rehabilitation and Business Enterprises, with accompanying funding available in certain circumstances as defined by the policies for each Division. As these programs are often multi-divisional in sponsorship, with a specific focus leading towards successful transition beyond secondary education, it is not a requirement for these BESB independent living opportunities to be listed in the Individualized Education Program or Individualized Service Plan for a student to participate or to access funds from the Children’s Services Division.]
*Expanded Core Curriculum categories include: a) Compensatory academics (1) Concept development (2) Organizational skills (3) Communication skills (including Braille or print reading and writing)
b) Orientation and Mobility
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(1) T ravel training to move independently in the home, school and community (2) Use of white canes (3) Training in the use of and access to public and private transportation
c) Social interaction (1) Interpersonal skills(2) Soft Skills and Behaviors
d) Independent living (1) Self-care(2) Cooking(3) Cleaning (4) Time management (5) Money management(6) Laundry and clothing care
e) Recreation and leisure (1) Participation in sports (2) Participation in recreation activities, outdoors and indoors (3) Participation in community and social events (4) Strategies for safety in recreation and leisure activities
f) Sensory efficiency use of visual aids (1) Use of other senses (auditory, olfactory) (2) Tactile access to environmental information
g) Use of technology (1) Voice access technology (2) Refreshable Braille technology(3) Software and electronic visual magnification (4) Use of accessible software and apps
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h) Career education (1) Developing work traits and habits (2) Career exploration (3) Mentoring opportunities (4) Job Shadowing (5) Work Experiences
i) Self-determination (1) Self-advocacy skills (2) Strategies for decision-making*
*Within available funding, examples* [Examples] of programs and initiatives *to address the Expanded Core Curriculum* [available] may include but not be limited to the following:
*a)* [A.] *Paid Work and* Internship Opportunities
These opportunities are designed to promote the development of worker traits and job readiness in school age *clients* [students], to better prepare them for the transition from school to careers. *Clients perform work at community-based, integrated employment sites for competitive wages or a stipend.* [The Children’s Services Division may provide for a training stipend to clients of the Division that is equal to the State of Connecticut minimum wage rate, for the equivalent number of hours that the client is present at the internship location, which shall be a bona fide employment site. The Internships shall be made available to students of the Children’s Services Division who are referred by Certified Teachers of the Visually Impaired, or by Vocational Rehabilitation Counselors of the Vocational Rehabilitation Division of BESB. In certain situations, Vocational Rehabilitation funding may also be available for this purpose.]
*b)* [B. Summer] Upward Bound Experiences
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These programs include day camps and residential camp experiences that are operated by the *Bureau* [agency] or another public or private entity, agency, or person who has sufficient experience, training, expertise, and personnel to enable secondary education students of the Children’s Services *Program* [Division] to learn skills that promote the achievement of greater self-sufficiency and independence. These experiences may include immersion into physically challenging programs in an environment that promotes self-confidence, problem solving, analytical skills, self-understanding, self-advocacy, and social interaction with peers who are blind or visually impaired.
*c)* [C Summer] Technology Camp Experiences
These camps shall be administered by this *Bureau* [agency] or a public or private entity or person with sufficient experience, training, expertise, and personnel to meet the requirements of this Policy. The camp experiences shall take place in a facility that is equipped with state of the art adaptive technology for student clients who are blind or visually impaired. The goal of the learning experience shall be to develop positive skills with adapted computer hardware and software that will encourage or allow *clients* [children] who are blind or visually impaired to achieve greater self-sufficiency, proficiency, and independence.
*d)* [D.] Mentoring Experiences
[Children’s Services Division funds may be utilized for student client] *Client* participation in events, seminars, immersion camps (including residential
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situations) and related experiences that afford *clients* [students of the agency] who are blind or visually impaired the opportunity to interact with mentors who are blind and who are successfully employed. Said experiences may include but shall not be limited to job shadowing experiences, tours of companies that employ people who are blind, tours of business enterprise locations, tours of other self-employment situations operated by individuals who are blind, and related experiences that promote career development for *clients* [students] who are blind or visually impaired.
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*Section 23:* Paraprofessional Training
BESB *may* offer[s] Braille instruction classes to paraprofessionals employed or contracted by school districts in Connecticut. Priority for participation shall be granted first to paraprofessionals who are assigned to work directly with BESB-eligible students and who are endorsed to participate by *their school district and BESB* [the Teacher of the Visually Impaired assigned to the child].
To assist school districts with enabling paraprofessionals to participate in these training classes, BESB offers financial incentives for the actual cost of participation of any paraprofessional whom the *Bureau* [agency] has selected to participate in the training program.
*Upon request of the school district,* BESB may reimburse the full cost of any substitute paraprofessional brought in to cover the time period when a paraprofessional assigned to a BESB-eligible student is participating in BESB-sponsored Braille instruction classes. A written request from the [Teacher of the Visually Impaired and the] Special Education Director of the school district, in advance of each day of substitute paraprofessional coverage is required, along with an estimate of the cost for the substitute hours for each day. When it is known in advance that a substitute will be needed for coverage over multiple dates, the request may be submitted to cover the full scope of dates. Upon completion of the substitute hours for each approved day, a billing invoice from the school district, verifying the actual cost incurred, shall be submitted to BESB for processing.
In addition, BESB may also cover the mileage reimbursement costs for the paraprofessional to participate in Braille instruction classes. Such reimbursement shall be *paid directly to the school district* at the state approved mileage reimbursement rate for
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actual miles incurred for a round trip from the school to the training location. [Reimbursement will be directly to the school district.] Such requests shall be submitted by the school district *in writing* in advance of participation in each Braille instruction class, and may cover multiple dates of participation. The written request will state the total mileage estimated for the participation in the classes. Upon completion of each training session, *the school district shall submit invoices* [billing invoices may be submitted] for the round trip mileage incurred.
Paraprofessionals who participate in the Braille Instruction classes, and who are required by their school district to take accrued leave time (excluding educational or professional development leave) such as vacation or personal leave, or who are otherwise uncompensated directly by the school district for the hours required for participation at BESB-sponsored Braille instruction classes, may seek reimbursement for the actual cash value of vacation leave, personal leave, or lost wages. In such matters, a letter will be required by the Special Education Director *of the school district* in advance of participation of the paraprofessional at the training classes, attesting to the lost wages, or requirement that vacation or personal leave time must be used for the paraprofessional to participate in the Braille instruction classes. Such written certification shall include the hourly wage rate of the paraprofessional and the total number of hours of accrued leave charged or wages lost. Upon completion of each training session for which the school district has not provided direct compensation to the paraprofessional, the paraprofessional may seek reimbursement from the *Bureau* [agency] by submitting an invoice that includes the date of the session.
BESB reserves the right to terminate participation of a paraprofessional *in Bureau training* who does not demonstrate satisfactory progress or continuous[,] *and* sequential participation in the Braille Instruction classes.
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