District Calendar:

December 2014
SMTWTFS
1
December 01, 2014

7:30p.m. BOE Meeting
Staples High School Cafeteria
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2
December 02, 2014

7:30p.m. SHS Grades 9 & 10 Fall Concert Band and Orchestra
Staples High School
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3
December 03, 2014

Elementary School Parent Conference (All Day Event)
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7:00p.m. CMS 7th Grade Concert
Coleytown Middle School
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7:00p.m. Long Lots 5th Grade Orchestra/4th & 5th Grade Chorus Concert
Long Lots Elementary School
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4
December 04, 2014

Elementary School Parent Conference (All Day Event)
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5
December 05, 2014

Elementary School Parent Conference (All Day Event)
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7:30p.m. BMS Musical "Anything Goes"
Bedford Middle School
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6
December 06, 2014

Western Regional High School Auditions (All Day Event)
WCSU
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SAT Exam - SHS IS a test site (All Day Event)
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2:00p.m. BMS Musical "Anything Goes"
Bedford Middle School
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7:30p.m. BMS Musical "Anything Goes"
Bedford Middle School
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7
December 07, 2014

2:00p.m. BMS Musical "Anything Goes"
Bedford Middle School
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8
9
December 09, 2014

7:00p.m. BMS 7th Grade Concert
Bedford Middle School
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7:00p.m. Kings Highway Winter Concert
Kings Highway Elementary School
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10
December 10, 2014

7:00p.m. CMS 8th Grade Concert
Coleytown Middle School
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7:00p.m. Greens Farms 5th Grade Orchestra & 4th /5th Grade Chorus
Greens Farms School
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11
December 11, 2014

7:00p.m. BMS 6th Grade Concert
Bedford Middle School
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12
December 12, 2014

8:00p.m. Candlelight Concert
Staples High School Auditorium
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13
December 13, 2014

ACT Exam - SHS is NOT a test site (All Day Event)
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2:00p.m. Candlelight Concert
Staples High School Auditorium
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8:00p.m. Candlelight Concert
Staples High School Auditorium
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14
December 14, 2014

7:00p.m. Candlelight Concert SNOWDATE
Staples High school
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15
December 15, 2014

7:30p.m. BOE Meeting
Staples High School Cafeteria
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16
17
December 17, 2014

7:00p.m. CMS 6th Grade Concert
Coleytown Middle School
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7:00p.m. BMS 8th Grade Concert
Bedford Middle School Auditorium
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18
December 18, 2014

7:00p.m. BMS Specialty Concert
Bedford Middle School Auditorium
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19
20
21
22
23
December 23, 2014

Holiday Recess - Shortened Day (All Day Event)
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24
December 24, 2014

Holiday Recess - No School (All Day Event)
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25
December 25, 2014

Holiday Recess - No School (All Day Event)
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26
December 26, 2014

Holiday Recess - No School (All Day Event)
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27
28
29
December 29, 2014

Holiday Recess - No School (All Day Event)
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30
December 30, 2014

Holiday Recess - No School (All Day Event)
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31
December 31, 2014

Holiday Recess - No School (All Day Event)
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Special Education Law (IDEA) and Rehabilitation Act (Section 504) Overview

LEGAL OVERVIEW of IDEA (Individuals With Disabilities Education Act)

All children have a right to a free and appropriate public education (FAPE). This right is guaranteed by federal and state laws.

In 1975, Public Law 94-142, The Education for all Handicapped Children Act, was signed into law to insure that the educational rights of children with special needs were protected and that their education was provided in a way that met their needs. In 1990, this act was amended and renamed the Individuals With Disabilities Education Act or IDEA. In 1997, the IDEA was reauthorized to further strengthen the roles of parents, students and educators in the education process.

IDEA provides the rules or guidelines for special education services throughout the United States.

IDEA has the following major components, which are the landmark principles of special education:

Zero-reject: This component prohibits schools from excluding any child from education because he or she has a disability.

Non-discriminatory evaluation: Fair testing of children is required, with tests that are administered and scored in an unbiased way.

Free, appropriate, individualized education: This is the landmark principle of IDEA, requiring a child's education to be designed to his or her needs. The Individualized Education Program, or IEP, is the document that spells out those needs into a program of services.

Least restrictive educational placement (LRE): To the greatest extent possible, children with disabilities are required to be educated with their peers without disabilities.

Procedural due process: Parents must be given the opportunity to consent or object to their children's education, referral, assessment, program, or placement.

Parent participation: Parents may participate as full partners and have full knowledge of their child's education program.

In a 1997 study of special education in Connecticut, the Commissioner of Education recommended:

  • All students should be provided with alternative or specialized instruction and adequate resources before being labeled disabled.
  • All new teachers should be trained to teach children with a variety of learning needs and elementary school teachers should know how to teach reading to children with different learning needs.
  • There should be a new focus on reading instruction for all students.
  • There should be greater use of specialized instruction without identifying students as requiring special education.

 

Rehabilition Act (Section 504)

"Section 504" refers to Section 504 of the Rehabilitation Act of 1973 and to the amendments to the act since 1973. Section 504 states that no individual with a disability shall be:"excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." For children with disabilities, the most important regulations for Section 504 concern access and reasonable accommodation.

To be eligible for protection under Subpart A of Section 504, an individual must meet the definition applying to any person with a physical or mental impairment substantially limiting one or more life activities such as walking, breathing, speaking, hearing, seeing, learning, performing manual tasks, or caring for oneself. This law does not require a written individualized education program document but it does require a plan for reasonable accommodation

Subpart C of Section 504 requires a program receiving federal funds to operate in physical facilities accessible to and usable by people with physical and/or sensory disabilities.

Children who may benefit from Section 504 may have chronic conditions such as epilepsy, asthma, diabetes, Attention Deficit Disorder (ADD) and do not qualify under the IDEA.

This law is enforced by the U.S. Office of Civil Rights and each school district with more than 15 employees is responsible for assuring compliance with Section 504.