LOREN ALDWORTH

Titles: Special Education Evaluation Team
Locations: Central Office
Departments: Special Education, Student Activities
Email: Loren_Aldworth@greenwich.k12.ct.us

DR. Alina Agiurgioaei Boie

Titles: Psychologist
Locations: Central Office
Departments: Behavior Support Team
Email: alina_agiurgioaeiboie@greenwich.k12.ct.us

DR. Fabian Agiurgioaei Boie

Titles: Psychologist, BCBA
Locations: Central Office
Departments: Behavior Support Team
Email: fabian_agiurgioaeiboie@greenwich.k12.ct.us

Kathryn Natale

Titles: Program Coordinator
Locations: Central Office
Departments: Student Supports, Special Education, Preschool
Email:  Kathryn_Natale@greenwich.k12.ct.us

LISA BERLUTI

Titles: Special Education Teacher, BCBA
Locations: Central Office
Departments: Behavior Support Team 
Email: Lisa_Berluti@greenwich.k12.ct.us

REBECCA CADOTTE

Titles: Speech/Language Pathologist Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: Rebecca_Cadotte@greenwich.k12.ct.us

lori costa

Titles: Pre-K Intake Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: Lori_Costa@greenwich.k12.ct.us

GARFIELD CHARLES

Titles: Program Administrator - Windrose
Locations: Greenwich High School, Windrose
Departments: School Administration, Student Supports, Special Education
Email: garfield_charles@greenwich.k12.ct.us

DANIELLE COMMISSO

Titles: Speech/Language Pathologist Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: danielle_commisso@greenwich.k12.ct.us

Philip Cowit

Titles: Teacher of the Visually Impaired 
Locations: Greenwich High School
Departments: Student Supports, Special Education
Email: Philip_cowit@greenwich.k12.ct.us

THERESA FOX

Titles: Middle School Special Education Coordinator
Locations: Central Office
Departments: Student Supports, Special Education, District Administration, Administration
Email: theresa_fox@greenwich.k12.ct.us

Elizabeth Forger

Titles: Pre-K Intake Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: Elizabeth_Forger@greenwich.k12.ct.us

PERI GIELLA

Titles: Special Education Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: peri_giella@greenwich.k12.ct.us

ALICIA GUIDORIZZI

Titles: Administrative Assistant
Locations: Central Office
Departments: Student Supports, Administrative Support, Special EducationEmail: alicia_guidorizzi@greenwich.k12.ct.us

DR. STACEY HEILIGENTHALER

Titles: Chief Officer of Special Education and Student Supports
Locations: Central Office
Departments: Student Supports, Special Education, District Administration, PreschoolEmail: stacey_heiligenthaler@greenwich.k12.ct.us

MICHELE IANNELLO

Titles: Program Coordinator - School Counseling
Locations: Greenwich High School, Central Office
Departments: School Counseling, School Administration, Student Supports
Email: michele_iannello@greenwich.k12.ct.us

SHANTAL JACKSON

Titles: Special Education Teacher, BCBA
Locations: Central Office
Departments: Behavior Support Team
Email: shantal_jackson@greenwich.k12.ct.us

EUGENE MATEJEK

Titles: Special Education Coordinator
Locations: Central Office
Departments: Student Supports, Special Education
Email: Eugene_Matejek@greenwich.k12.ct.us

TARA MCAULIFFE-LUNDE

Titles: Special Education Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: tara_mcauliffe-lunde@greenwich.k12.ct.us

OLGA MEJIA

Titles: Administrative Assistant
Locations: Central Office
Departments: Student Supports, Administrative Support, Special Education, PreschoolEmail: olga_mejia@greenwich.k12.ct.us

SOPHIA MORALES

Titles: School Psychologist Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education, Psychology
Email: sophia_morales@greenwich.k12.ct.us

Sabrina Motta

Titles: Pre-K Intake Team 
Locations: Central Office
Departments: Student Supports, Special Education 
Email: sabrina_motta@greenwich.k12.ct.us

KATHLEEN MULAIRE

Titles: Special Education Evaluation Team
Locations: Greenwich High School 
Departments: Student Supports, Special Education
Email: kathleen_mulaire@greenwich.k12.ct.us

Kristen Mulhearn

Titles: Social Worker
Locations: New Lebanon School
Departments:  District Wide Social Worker
Email: Kristen_Mulhearn@greenwich.k12.ct.us

SUSAN PALMIERO-SAMPEL

Titles: Teacher of the Hearing Impaired
Locations: Greenwich High School
Departments: Student Supports, Special Education
Email: susan_palmiero-sampel@greenwich.k12.ct.us

ALLISON PUGNI

Titles: Pupil Personnel Services Data Specialist
Locations: Central Office
Departments: Student Supports, Special Education
Email: allison_pugni@greenwich.k12.ct.us

RACHEL RUBIN

Titles: Inclusion Specialist
Locations: Central Office
Departments: Student Supports, Special Education
Email: rachel_rubin@greenwich.k12.ct.us

SHARON SCOFIELD

Titles: Administrative Assistant
Locations: Central Office
Departments: Student Supports, Special Education
Email: Sharon_Scofield@greenwich.k12.ct.us

KELLY SEIDLER

Titles: School Psychologist Evaluation Team
Locations: Greenwich High School
Departments: Student Supports, Special Education, Psychology
Email: kelly_seidler@greenwich.k12.ct.us

LISA STRIZVER

Titles: School Psychologist Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education, Psychology
Email: Lisa_Strizver@greenwich.k12.ct.us

JULIE WEBSTER

Titles: Speech/Language Pathologist Evaluation Team
Locations: Central Office
Departments: Student Supports, Special Education
Email: julie_webster@greenwich.k12.ct.us

Meagan White

Titles: AT Specialist
Locations: Central Office
Departments: District Wide AT
Email: Meagan_White@greenwich.k12.ct.us

DEBORAH WHITMAN

Titles: Special Education Teacher, BCBA
Locations: Central Office
Departments: Behavior Support Team
Email: deborah_whitman@greenwich.k12.ct.us

JESSICA WIENEKE

Titles: Supervisor of School Health Nurses
Locations: Greenwich High School
Departments: School Administration, Student Supports, Special Education, Health Services
Email: jessica_wieneke@greenwich.k12.ct.us

The District accepts and processes all referrals to determine eligibility for special education and related services.   A referral can be made by:

• An adult student
• A parent;
• School personnel; or
• Other individuals from other agencies (e.g., physicians, psychologists, social workers) to whom parental permission to make a referral has been given.

When a referral is made to determine if a child is eligible for special education, by either the school or a parent, a PPT is scheduled and you will receive a written invitation to the PPT meeting with the date, time, location and the names of the individuals that the school is inviting to the meeting.

At the PPT meeting, if the PPT suspects your child may have a disability, the team will recommend the appropriate evaluations to make that determination.  You will be asked to sign a consent to allow the evaluation team to test your child.

Following the completion of the evaluations, a PPT 2 will be held to review the evaluations and determine of your child has a disability. If your child is found to have a disability, the PPT will write an IEP and offer special education services.

This process, from the receipt of referral to implementation of services should take no more than 45 school days.

If your child is between the ages of 3 and 5 years old, and you believe that they may have a disability that impacts his or her access to learning, you may refer your child for an evaluation by contacting the Preschool Program Office (203) 625-3980

If your child is younger than 3 years old, and you believe that they may have a disability, you should contact the Connecticut Birth to Three program at 1-800-505-7000.

A PPT is a Planning and Placement Team meeting in which the members of your child's special education team, including you as a parent, meet to discuss your child’s Individualized Education Plan (IEP)

A Planning and Placement Team is responsible for processing referrals to special education, designing and reviewing initial evaluations and reevaluations, determining a student’s eligibility for special education, developing, reviewing, and revising a student’s IEP.

The members of the PPT must include you (the parent), someone to chair the meeting (usually an administrator), a general education teacher, a special education teacher, and whenever possible, the student.

A PPT must be held at least one time per year to review your child Individualized Education program and to develop a new one. 

A triennial review will also occur every 3 years, often in combination with the annual IEP, to determine if your child continues to qualify for special education services.

At any time during the school year, the parent or the school can request an PPT meeting to discuss revising your child’s current IEP.

Loren Aldworth
Educational Evaluator
Loren_Aldworth@Greenwich.k12.ct.us

Rebecca Cadotte
Speech-Language Pathologist
Rebecca_Cadotte@greenwich.k12.ct.us

Danielle Commisso
Speech-Language Pathologist
danielle_commisso@greenwich.k12.ct.us

Peri Giella
Educational Evaluator
Peri_Giella@Greenwich.k12.ct.us

Tara McAuliffe-Lunde
Educational Evaluator
Tara_McAuliffe-Lunde@greenwich.k12.ct.us

Kathy Mulaire
Educational Evaluator
Kathy_Mulaire@Greenwich.k12.ct.us

Julie Webster
Speech-Language Pathologist
Julie_Webster@greenwich.k12.ct.us

Kelly Seidler
School Psychologist
Kelly_Seidler@greenwich.k12.ct.us

Lisa Strizver
School Psychologist
Lisa_Strizver@Greenwich.k12.ct.us

TBD
School Psychologist

TBD
Speech-Language Pathologist

• Once the student has been identified as eligible for special education, a PPT meeting is held to develop an IEP (this may also be completed at the eligibility meeting).
• Members of the PPT will develop the components of the IEP with input from the student, the parents, general and special education teachers and related service providers.
• At least once per year, the PPT evaluates progress and mastery of IEP goals and objectives at a meeting referred to as the “annual review”.
• The PPT can reconvene at any time throughout the school year to review, and possibly amend, the student's IEP.

See the Parent Resources page for more.

Once the student is determined to be eligible for special education, part of the process includes the following:

• Initial Individualized Education Program (IEP) meeting
• Student's Annual Review Meeting
• Triennial Review Meeting
• Program Review Meeting(s) as requested by the team

Please see the Referral and Identification Process diagram for reference

For more information about this process access Parent Resources or contact your school administrator.

An Individualized Education Program (IEP) describes the educational program that has been designed to meet the student's unique needs. Teachers, parents, school administrators, related services personnel, and students work as a team to design and implement a student's IEP.

• The student's continued eligibility for special education must be determined at an IEP Team meeting once every three years.
• The Triennial Evaluation Report is used in order to determine the student’s continued eligibly for Special Education services.

Related services are those services that are needed for a student to access their special education services. Special Education teachers and related service providers work together to identify and design programs that meet the individual needs of our students.

Every school has a speech-language pathologist who provides speech and language services according to the student's individualized education program. These services may be delivered in the general education classroom or in a smaller, resource room setting. Services range from individual, group, and integrated groups. Speech and language therapy is a related service focused on supporting the student's special education program and academic success.

These services provide students with direct instruction in the areas of fine motor skills, sensory integration, activities of daily living, visual perceptual skills, vocational tasks, play skills and leisure skills, as related to fine motor needs that are part of their educational program. These services are provided to students according to their IEP.

These services provide students with direct instruction in the area of motor development, functional mobility and participation in every day routines and activities, as related to gross motor needs that are part of their educational program. These services are provided to students according to their IEP.

Every school has a school psychologist and social worker who provide mental health support and services to students. This appears through mandated and as needed individual counseling, group counseling, lunch bunch, crisis intervention (including risk assessments), and IEP development.

Mental health staff conduct classroom observations and use data to support behavior plans and various research-based interventions. Additionally, school psychologists are responsible for managing and conducting psycho-educational evaluations to classified students and attend Planning and Placement Team (PPT) meetings for both special education and general education students.

The school psychologist and social worker collaborate frequently with counselors, teachers, administrators, and MTSS teams to ensure the social and behavioral needs of all students are being met. They provide psychoeducation and support to parents/caregivers via ongoing communication, meetings and workshops. Mental health staff collaborate with community providers in order to maintain consistency in delivering appropriate services and supports to each student.

GPS provides students with hearing impairment support related to their primary mode of communication. Direct instruction or consultation can be provided by the teacher of the hearing impaired related to listening, speech, and spoken language. These services can be provided to students according to their IEP or 504 plan.

GPS provides students with vision impairment support. Direct instruction or consultation can be provided by the teacher of the visually impaired. These services can be provided to students according to their IEP or 504 plan.

The Greenwich Public Schools has an Assistive Technology (AT) specialist and an Assistive Technology (AT) liaison at each school as well as within the preschool program. These staff members act as resources to teams to make AT selections, acquisitions, and provide AT training in the use of assistive technology devices. AT is considered at every annual review. Based on a student’s Individualized Education Program, AT may be added to the IEP to support the student's special education program and academic success

Extended school year (ESY) are services provided beyond the length of the regular school year as described in the IEP and is provided at no cost to the parents. Eligibility for ESY must be determined each year for individual students who may be eligible to receive these services. For more information on the summer school program

Student support services, also known as "student services" or "pupil services," include prevention, intervention, transition and follow-up services for students and families. Student support service professionals provide direct services for all children and youth, especially those who are experiencing problems that create barriers to learning. Direct services are provided by means such as education, counseling, consultation and individual assessment. In addition, student support services personnel provide in-service training, parent education, community collaboration and carry out student service program management. Student support services are a vital part of comprehensive school program success.

Every school has a school psychologist who provides mental health support and services to students. This appears through mandated and as-need individual counseling, group counseling, crisis intervention, and IEP development. They conduct classroom observations and use data to support behavior plans and various research-based interventions. Additionally, they are responsible for managing and conducting psychological evaluations to classified students and attend planning and placement team (PPT) meetings for both special education and general education students. The psychologist works closely with guidance counselors, social workers, teachers, administrators, and MTSS teams to ensure the social and behavioral needs of all students. They offer parent workshops and communicate with outside providers in order to provide consistent, appropriate services to each individualized student.

All Greenwich students have access to the services provided by the district's social workers.

They work closely with families, school counselors, psychologists, teachers, and administrators to ensure the safety and well-being of all students.

Social Workers are members of crisis teams and mental health service teams; they offer counseling individually, in small groups, and through classroom instruction.

At the secondary level, social workers also work closely with the guidance counselor and administrators.  They support students in accessing the curriculum,  working towards resolution of personal and interpersonal concern, and plan for beyond high school.

The social workers and other mental health service providers in the district work closely with families and community organizations.  Some examples of the organizations that they work with are: the Department of Child & Family Services (DCF), the Greenwich Department of Social Services, the Youth Service Council, the School Readiness Council, etc..  Through these partnerships, they ensure a comprehensive and individualized approach to the social emotional well-being of all students.

Each student in our district's secondary schools is assigned a School Counselor who works with them throughout grades 6-8 and 9-12. The counselors offer a variety of special and general services to all students. Through individual advisement, small group counseling, classroom activities, and presentations to staff and parent communities, the school counselors support each student's academic, college, career, personal and interpersonal development.

School counselors also function as a facilitator between parents, teachers and the student in matters concerning the student's goals, abilities, and any areas needing improvement. Our counselors are a key school resource in helping students to structure post-high school plans and encouraging them to take advantage of the opportunities and supports available in school and in the community.

On Monday, August 30, 2021, The Office of Special Education and Student Supports officially launched the department's newsletter, "Together We Can," named for its new mantra of action and inclusion. Please read the archived issues below, and feel free to subscribe by clicking on any past issue and clicking the orange "Follow" button.

The Parent's Guide to Special Education in Connecticut: 

A Parent's Guide to Special Education 2021 (ct.gov)

Una guía de educación especial para los padres de Connecticut

Welcome to the Greenwich Public Schools’ Office of Special Education and Student Support, Special Education Procedures and Practices Manual (Formerly THE RED BOOK) written for all stakeholders, including students, families, district staff, and partners.

SESS has developed this Manual to describe the practices and procedures that all school staff, including general and special educators and administrators, must use to properly identify students eligible for IEPs and to address the learning needs of students on IEPs in the most inclusive, least restrictive environment appropriate to meet an individual student’s needs.

It serves as the official source of directives for the professionals who are responsible for educating our students. All personnel responsible for the implementation or coordination of special education evaluations and services must become familiar with these procedures and practices. SESS will continue to review this manual, which may result in revisions to the content. 

Special Education Procedures and Practices Manual 

The Individuals with Disabilities Education Improvement Act (IDEA), the federal law concerning the education of students with disabilities, requires schools to provide you, the parent, with a notice containing a full explanation of the procedural safeguards available under the IDEA and IDEA regulations. A copy of this notice must be given to you one time a year and also when the following occurs:

• The first time you or the school district asks for an evaluation.
• You ask for a copy of these procedural safeguards.
• The first time in a school year you request a due process hearing or file a state complaint.
• A decision is made to take a disciplinary action against your child that is a change in placement.

Quick links:

Bureau of Special Education Resources

• CT State Department of Education Special Education

Procedural safeguards

• English
• Spanish

Seclusion and Restraint

• English
• Spanish

Transition Bill of Rights

• English
• Spanish

Request for Mediation

• Electronic Form
• Printable form

The Common Core State Standards (CCSS) are a set of academic standards in mathematics and English language arts/literacy that are grounded in evidence and designed to ensure that all students have the academic knowledge and skills they need in these core subjects to succeed after high school.

Common Core Standards 

In order to create a student-centered approach addressing the needs of diverse learners, Greenwich Public Schools provides a Multi-Tiered System of Supports (MTSS). GPS’ MTSS Handbook was created with a K-12 collaborative team including a parent representative. If you have any questions about MTSS in your child’s school please contact your child’s Principal (K-8) or House Administrator (9-12).

MTSS Handbook

Disability Rights Connecticut (DRCT) is an organization designated by Governor Malloy to succeed the former Office of Protection and Advocacy for Persons with Disabilities (P&A) when it closed on June 30, 2017.

Programs and Services

Department of Developmental Services

Here you will find the most recent and up-to-date CT State laws and regulations pertaining to Special Education:

• CT State Department of Education Special Education
• Resources for Families and Students
• Connecticut Assistive Technology Guidelines

The Connecticut State Department of Education is excited to share CT-SEDS, a statewide special education data system, for educators and parents. The CT-SEDS Parent Portal enables parents to view and sign documents (IEP, Section 504, Services Plans) for their child.

CT-SEDS IEP and 504 Training for Parents and Families

Now is the time that we begin planning for the next school year and students start to get excited about moving up to the elementary, middle, or high school level. To support this transition, or "bridging," the Office of Special Education & Student Supports has started to hold meetings for families to share information about the process. The links to the PowerPoints and recording for the preschool, 5^th to 6^th grade, and 8^th to 9^th grade bridging presentations are below.

I look forward to working together and supporting you as we begin this process.                                                                                  -  Dr. Stacey Heiligenthaler

• The Preschool to Kindergarten parent presentation on March 11, 2025 Recording and Slideshow
• The 5th to 6th  grade parent presentation on March 5, 2025 Recording and Slideshow
• The 8th to 9th  grade parent presentation on March 4, 2025 Recording and Slideshow

• If a student is eligible and attends a private school in Greenwich, the district provides a Parentally Placed Private School Student (PPPSS) for the student. Please contact your private school administrator for further details.
• If a student is a Greenwich resident who attends private school outside of Greenwich please contact the Special Education office of the town in which the private school is located.

Children with disabilities placed by their parents in private schools do not have an individual right to receive some or all of the special education and related services that he or she would receive if enrolled in a public school. The school district in which the private school is located is responsible for providing what special education services it designates to children with disabilities placed by their parents in the private elementary or secondary schools in its town, including initial and triennnial evaluations 

The purpose of a Special Education Advisory Council is to build full, equal and equitable partnerships between families, the school District and community partners, on a council that gives advisory opinions to the Board of Education on matters pertaining to the education and safety of students with disabilities.

Please note that general membership is open to any interested GPS parent or guardian of a child with a disability, previously known to have a disability, or suspected of having a disability, under the IDEA or Section 504, or who is currently eligible to receive Special Education or 504 accommodations and services, from ages 3-21, and who are both residents of the Town of Greenwich.  To learn more about the Greenwich SEAC, please refer to our by-laws.

If you would like to be part of the Greenwich SEAC's general membership and be kept up to date on meetings, committee work and workshops, please complete this short form to add your email to the distribution list. 

 

Date	Time	Notice	Agenda	Minutes
9/24/2024	7:00PM	Notice	Agenda
11/12/2024	6:30PM	Notice	Agenda
1/14/2025	7:00PM	Notice	Agenda
3/18/2025	6:30PM	2025-MarSEACMtgNotice_1.pdf	SEACAgenda31825.pdf
5/13/2025	7:00PM	2025-MaySEACMtgNotice.pdf	SEACAgenda51325.pdf

Date	Time	Notice	Agenda	Minutes
9/26/2023	6:30PM	Notice	Agenda	Minutes
11/14/2023	6:30PM	Notice	Agenda	Minutes
1/16/2024	6:30PM	Notice	Agenda	Minutes
3/19/2024	6:30PM	Notice	Agenda	Minutes
5/14/2024	6:30PM	Notice	Agenda	Minutes

Date	Time	Notice	Agenda	Minutes
9/20/2022	6:30PM	Notice	Agenda	Minutes
11/15/22	6:30PM	Notice	Agenda	Minutes
1/10/23	6:30PM	Notice	Agenda	Minutes
3/7/23	6:30PM	Notice	Agenda	Minutes
5/16/23	6:30PM	Notice	Agenda	Minutes

Date	Time	Notice	Agenda	Minutes
9/14/2021	6:30PM	Notice	Agenda	Minutes
11/9/2021	6:30PM	Notice	Agenda	Minutes
1/11/2022	6:30PM	Notice	Agenda	Minutes
3/8/2022	6:30PM	Notice	Agenda	Minutes
5/17/2022	6:30PM	Notice	Agenda	Minutes

Date	Time	Notice	Agenda	Minutes
8/18/2020	7:00 PM	Notice	Agenda	Minutes
9/23/2020	6:30PM	Notice	Agenda	Minutes
10/20/2020	6:30PM	Notice	Agenda	Minutes
11/11/2020	6:30PM	Notice	Agenda	Minutes
11/19/2020	6:30 Breakout Groups / 7:15 Council Meeting	Notice	Agenda	Minutes
1/13/2021	6:30PM	Notice	Agenda	Minutes
3/17/2021	6:30PM	Notice	Agenda	Minutes
5/14/2021	5:00PM	Notice	Agenda	Minutes
5/19/2021	6:30PM	Notice	Agenda	Minutes

2020-21

• Annual Report

• Presentation Slides

2021-22

• Annual Report

2022-23

• Annual Report

• Presentation Slides

2023-24

• Annual Report

• Presentation Slides

Below are the current members of the Special Education Advisory Committee (SEAC). These voting members were selected at random from a list of interested applicants. Members represent a broad range of perspectives.

Members:

• Mary Callison, Parent
• Pedro Campos, Parent
• Lauren Hanemann, Parent
• Don McGuire, Parent
• Mariana Moreno, Parent
• Daria Pestone, Parent
• Raquel Sosa, Parent
• Christine Zilbich, Parent
• Dawn Zimmerman, Parent
• Lucy Conrod, Community Member
• Jennifer Dunn, General Education
• Elizabeth Kitselman, General Education
• Beth Forger, Special Education
• Julia Reisch, Special Education
• Lisa Berluti, Related Services
• Jennifer Donat, Related Services
• Abby Anders, Administrator
• Andi Cosby, Chair, Parent
• Kiera Lewis, Vice-Chair, Parent
• Alex Saltis, Vice-Chair, Parent
• Jenni Reynolds, Secretary, Parent
• Veronica Chiavaroli, Alternate Parent
• Laura Lohan, Alternate Parent
• Alexis Antonecchia, Alternate Teacher
• Sarah Hyres, Alternate Teacher

Non-Voting Contributing Members:

• Dr. Toni Jones, Superintendent, Greenwich Public Schools
• Dr. Stacey Heiligenthaler, Chief Officer of Special Education and Student Supports, Greenwich Public Schools
• Karen Hirsh, Greenwich Board of Education
• Michael-Joseph Mercanti-Anthony, Greenwich Board of Education
• Jennifer Lussier, CPAC Consultant
• Lynne Rule, CPAC Consultant 

Building an inclusive life with dan and samuel habib

Dan Habib is an award winning documentary filmmaker, has served on the Presidential Committee for People with Intellectual Disabilities and has received the Champion of Human and Civil Rights Award from the National Education Association. Above all that, he's a devoted father committed to paving an empowered and inclusive life for his son and others with disabilities. Samuel Habib is a community college student pursuing a career in multimedia storytelling. He uses a wheelchair for communication and uses a communication device (and his voice) to express himself. The workshop series began with a screening of the award-winning film "Including Samuel" and followed up with a presentation that facilitated valuable discussions on family and student engagement and empowerment strategies to set students up for success throughout and beyond their school years.

(Including Samuel Film | Inclusion Resources | "Disabling Segregation" Ted Talk)

A GUIDE TO THE IEP AND UNIVERSAL DESIGN FOR LEARNING WITH DR. JENNA RUFO

Dr. Rufo is a passionate advocate for inclusive education and was inspired to enter the field of education by her sister, Nina, who is disabled.  Her experience includes roles as a special educator, inclusion facilitator, special education administrator, assistant superintendent and state policy specialist. In this presentation, she reviews students’ rights under the Individuals with Disabilities Act (IDEA), particularly focusing on the IEP process and the Least Restrictive Environment (LRE). Dr. Rufo also provided a thorough overview of Universal Design for Learning (UDL) and how it supports children’s participation in general education, complete with examples at various grade levels. (PowerPoint | Video)

MENTAL HEALTH IN GREENWICH PUBLIC SCHOOLS - A PANEL WITH GPS MENTAL HEALTH PROFESSIONALS

The panelists, mental health professionals spanning all school levels, addressed various mental health topics, including anxiety, challenging behaviors, big feelings, and social struggles that children may face. Throughout the presentation, the panelists shared helpful articles, links, and resources within GPS and the broader community. These resources are valuable tools for parents and staff to learn more about mental health issues, find support for their children, and connect with other parents and caregivers who are facing similar challenges. (PowerPoint)

EXECUTIVE FUNCTION AND WORKING MEMORY WITH DR. LYDIA SOIFER

SEAC’s Executive Functions and Working Memory Workshops The Special Education Advisory Council (SEAC) and Office of Special Education and Student Supports held a two-part workshop that featured Dr. Lydia Soifer, who discussed executive functions and working memory. For those that missed it, or would like to review it again, please follow the links below for the printed presentations. For further details contact: greenwichseac@gmail.com.

• May 23 (Executive Functions): handout
• June 14 (Working Memory): handout

COLLABORATIVE AND PROACTIVE SOLUTIONS - MOVING FROM POWER AND CONTROL TO COLLABORATION AND PROBLEM SOLVING: DR. ROSS GREENE

The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusions, and physical, chemical, and mechanical restraints. The model represents a significant departure from discipline-as-usual: it focuses on solving problems rather than on modifying behavior, emphasizes collaborative rather than unilateral solutions, encourages proactive rather than reactive intervention, de-emphasizes diagnostic categories, and provides practical, research-based tools for assessment and intervention. Participants in this workshop series will gain a further understanding of the underpinnings of the model, its refinements over the past 8-10 years, and practical assessment and intervention tools that can be brought back to and used in these diverse settings.

Video Link: https://vimeo.com/491608931

• The Education and Wellness Center and STARS program - 3.19.24 - Thomas Pereira presented an overview of two Greenwich High School programs:  The Education and Wellness Center and the STARS program. 

 

• Community Connections - 1.16.24 - David Pepitone presented an overview of the Community Connections program.

 

• Person-Centered Planning - 11.14.23 - Chris Lovermi discussed person-centered planning meetings (PATH/MAPS) and how these are utilized within the district.  

 

• GPS Listening Community - 9/26/23 - Sabrina Motta presented and provided an overview of the Listening Community, a space for parents of students with disabilities to come together, feel heard and connect with others

 

• Second Step Program - 5/16/23 - Dr. Alina Boie discussed Social Emotional Learning and provided an overview of the Second Step program used by the district.  

SEAC Video