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Special Education Directors' Corner
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Meetings and Conferences
2024 Special Education Law Conference
The 2024 Colorado Special Education Law Conference will be held on Friday, April 12, 2024 at the Denver Marriott West in Golden Colorado. This one-day conference will cover current issues concerning the education of students with disabilities with updates on both the state and national levels. This event is for Educators and administers, and Parents, Guardians, and Caregivers of students with disabilities in the State of Colorado. Registration is open until March 14, 2024. Register here! Please note that we may have to limit registration space by district.
For more information contact Claire Burbank.
Important Dates Coming Up
Year-at-a-Glance for SY 2023-2024 (PDF)
May 2024
1st 2023-24 IEP Record Reviews completed for all age groups in the DMS
1st 2023-24 Federal Application Project Narratives (NEW) Window Opens
1st SPED Discipline and SPED EOY open for 2023-2024
June 2024
1st 2023-24 Federal Application Project Narrative Amendment Window Opens
1st 2023-24 Federal Application Budget Window Opens
15th 2023-24 Federal Application Project Narratives (NEW) Window Closes
30th Parent Survey data collection window closes
30th 2023-24 Special Education Fiscal Assurances/Certifications
Educational Surrogate Parent (ESP)
- Special Education and Educational Surrogate Parents - Technical Assistance and Training Manual 2018 (PDF)
- Educational Surrogate Parent (ESP) Guidance Memo, June 2018 (PDF)
- Update on Educational Surrogate Parent and Counsel for Youth Fact Sheet (PDF)
- Assignment of an ESP Form 2024-2025 (PDF)
- Click here if you are interested in serving as an ESP.
Address Educational Surrogate Parent (ESP) questions to:
Katherine Rains
Rains_k@cde.state.co.us
Submit form via FAX to:
303-866-6767
Mail form to:
Colorado Department of Education
Exceptional Student Services Unit, ESP Assignments
1560 Broadway, Suite 1100
Denver CO 80202
New Special Education Director
AU Special Education Director of Record and Fiscal Contact Information
ESSU must have current contact information for all state-level Special Education Directors and Special Education Fiscal Contacts. Our office communicates important updates and information through our listserv, please be sure that we have accurate, updated information. Communications from this listserv will come from CDE_SPED.
ESSU Newsletter
The ESSU e-newsletter is our office's primary form of communication with the field. It is published once a month and contains information from the Office of Gifted and Talented, Office of Facility Schools, and Office of Special Education.
What's New
PPRA Requirements for the Annual Review and Annual Restraint Review Report
Since 2009, Protection of Persons from Restraint Act (PPRA) has required each school district and institute charter school to establish a review process for restraints, conduct the review process at least annually, and document the results of the review process in a written report. The purpose of the annual review process is to ascertain that the school district or institute charter school is properly administering restraint, identifying additional training needs, minimizing and preventing the use of restraint by increasing the use of positive behavior interventions, and reducing the incidence of injury to students and staff.
HB 22-1376 now requires that the written report, referred to as the Annual Restraint Review Report, be submitted to CDE beginning June 30, 2024, and every June 30 thereafter. Please note that the review is conducted at the school district level, not at the administrative unit (AU) level. Each individual school district must submit a separate Annual Restraint Review Report.
(posted 4/26/24)
HB 22-1260 and Access to Medically Necessary Services
HB22-1260 amended the Exceptional Children’s Educational Act (ECEA) to require each administrative unit in the state to adopt a policy that addresses how a student who has a prescription from a qualified health-care provider for medically necessary treatment receives such treatment in the school setting as required by applicable federal and state laws.
(Posted 4/25/24)
Proposed Changes to ECEA Rules
On March 14th, the State Board of Education approved the public notice of rulemaking for updates to the Exceptional Children’s Educational Act regarding services in facility schools. Senate Bill 23-219 directed CDE to analyze and recommend changes to calculating tuition costs for facility schools and changed the state funding model for approved facility schools. Additionally, HB 23-1089 required an amendment to the definition of an administrative unit of residence. The State Board of Education will conduct a hearing regarding the proposed rules during its regularly scheduled meeting on May 8, 2024.
CDE is currently accepting public comment on the proposed rules. Please click here to review the proposed rules. Individuals interested in providing comments can do so by clicking here.
Multilingual Learners and students who are Newcomers
Students who are Newcomers Guidance
Newcomers are entitled to school enrollment and equal access to educational programming. This Fact Sheet clarifies the special education process as it relates to Newcomers who are Multilingual Learners identified with or suspected of having disabilities. Administrative Units must evaluate students who are Newcomers without delay if they are suspected of having disabilities. This evaluation must be non-discriminatory.
ML Enrollment Scenarios Flowchart
It is the Administrative Unit's responsibility under Child Find to locate and identify all students with disabilities including Multilingual Learners (MLs) with disabilities. School teams must not identify MLs with disabilities when linguistic and cultural differences or lack of instruction in literacy and math are the determinative causes for their difficulties in school. When parents or staff members report concerns about a student's academic, social-emotional, functional, or behavioral concerns, IEP teams including educators who are knowledgeable in language acquisition and acculturation should work to investigate these concerns before the special education evaluation referral.
HCPF CDE SPED and Nurse Letter
HCPF-CDE-SPED and Nurse Letter 2-12-2024
Please see the attached joint communication from the Department of Health Care Policy and Financing and the Colorado Department of Education.
Memos to AU and Special Education Directors
- Adoption of Extended Part C Option for Colorado (PDF) - April 2022
- Early Intervention Evaluation Responsibilities Transfer to CDHS/Early Intervention (PDF)
- K - 12 Resources for Afghan Evacuees (PDF)
- Questions and Answers On Individualized Education Programs (IEPs), Evaluations, and Reevaluations (PDF)
- Letter to State Directors of Special Education (PDF)
- Non-Regulatory Guidance: Ensuring Educational Stability for Children in Foster Care U.S. (PDF)
- OSERS FAQ: The Rights of Students with Disabilities in Public Charter Schools under the IDEA (PDF)
- OCR FAQ: The Rights of Students with Disabilities in Public Charter Schools under Section 504 of the Rehabilitation Act of 1973 (PDF)
New or Reorganization Application & Checklist
*Applications for New or Reorganized AUs, dates for the 25/26 school year TBD.
Resources
There are many ways that children and families can be displaced. There are floods, fires, and other types of natural disasters that can destroy homes or make them uninhabitable for periods of time. Families can also experience hardships that result in major home life changes.
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