Consolidated School District of New Britain
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Consolidated School District of New Britain

Pupil Services Department


The Pupil Services Department would like to offer our wishes for your health and continued wellbeing during this unprecedented time. The Consolidated School District of New Britain is transitioning to new ways to provide your child with continued educational opportunities during the COVID-19 crisis. We are happy to answer questions and assist as needed.

The mission of the department of Pupil Services is to provide support and service to students, staff and parents in order to enhance student achievement. These supports and services, following a strengths based philosophy are designed to increase student’s capacity to build personal strengths and talents and mitigate barriers to learning. 

We are committed to the development and nurturance of school cultures that promote life long learners. Pupil Services, along with the entire educational community, supports the acquisition of skills/knowledge and problem solving competencies in all students. These competencies are developed so that members of the community become productive, caring citizens while they follow their own path and vision.

The Department of Pupil Services coordinates many programs and services that provide support to the regular education program. The decision to provide pupil support services follows a process of consultation, evaluation and decision making by teachers and the building principal. 

Students may be referred for special programs and services to the school principal by parents and teachers. The school principal will assign a trained early intervention program (EIP) team member to work with the student’s teacher and parent. This team member helps to conduct a curriculum based or observation based assessment and to collect other pertinent data on the child. The teacher and team member collaborate to design and implement strategies to make the child successful in the general education classroom. If the strategies are not successful, the child will be referred to the planning and placement team (PPT) to be considered for a formal evaluation to determine special education eligibility. If the staff, with the parent’s help, determines an evaluation is required, the parent or guardian will be requested to give written permission for evaluation services. 


Guidance Services
School counselor guidance services are available to all secondary education students (Grades 6-12). School counselors play a key role in providing students and families with the information and supports they need to be fully engaged and to actively participate in their school and district educational community. School guidance counselors can help students get extra help with their class work and studies and can help students select classes and activities in and after school that reflects their interests and personal and career goals. School counselors work with students in problem solving and decision making activities around friendships/relationships, work and career choice and in developing a plan to be successful in our more global 21st Century world economy. ​

Early intervention process team participation or consultation regarding children’s learning/behavior problems at school.
Assessment, which includes academic, emotional/social development and adaptive functioning of the child.
Psychological evaluations of children suspected of being disabled.
Participation in the identification of the intellectually gifted, as appropriate.
 In-service training programs and recommendations to appropriate personnel to promote positive behavioral student support within the school community.
 Participation in PPT and IEP team meetings.
 Crisis intervention services.
 Direct and indirect services to special education students as specified in the individualized education program (IEP).
 Provide individual/group/family counseling for designated children and their families to resolve school problems.

Requests for consultation regarding students may originate from classroom teachers, parents, physicians and other interested agencies. 

Homebound Instruction
​The basic purpose of homebound instruction is to help students to continue their education even though they are unable to attend school for medical reasons. In these cases, a child’s physician must recommend homebound services. These services are provided to students who are ill or temporarily disabled and unable to attend school for a minimum of three weeks. Students will receive the following tutorial instructions: Grades K-5: five hours per week | Grades 6-12: ten hours per week.

Language, Speech, and Hearing
These services are available at all our schools. Our speech and language pathologists provide the services listed below and also participate in PPTs for the planning of a total educational program for each child with whom they might work. ​

 Screens and evaluates students with suspected speech, language or hearing disability.
 Identifies and develops appropriate educational goals and objectives based on formal and informal assessments.
Designs and implements service delivery model as required to address students’ educational goals and objectives.
 Collaborates with teachers, other professional and families.
 Utilizes appropriate assistive technology devices to improve student’s communication skills.
Monitors and documents students’ progress.
Participates in PPT's for the planning of a total educational program for each of their assigned students.

Occupational/Physical Therapy
​The Department of Occupational Physical Therapy is located at Gaffney Elementary School and provides districtwide itinerant therapy services. The Lead Therapist is responsible for the coordination and supervision of the therapy program and staff. School based therapy services are provided to meet the needs of students with disabilities, in order to promote a safe learning environment, and to equip students with the necessary skills to be successful learners and productive citizens.

School Based occupational therapy (OT) and physical therapy (PT) practitioners serve in a supportive role, helping students participate in and benefit from special education. In addition, OT and PT practitioners assist the district in developing accommodation plans for students with disabilities, ensuring that the student has equal access to all programs operated by the public school.

PT services in the educational setting address motor impairments, which impact the students’ ability to function in school. Areas of assessment and intervention include mobility, maintaining and changing positions, recreational movement, and transportation.

OT practitioners in the educational setting work on promoting functional independence for students with disabilities.

Psychological Services
​These services are provided in all schools at all grade levels. Certified school psychologists are employed by the School District to provide programs designed to meet students’ needs by the following activities:

 Early intervention process team participation or consultation regarding children’s learning/behavior problems at school.
 Assessment, which includes academic, emotional/social development and adaptive functioning of the child.
 Psychological evaluations of children suspected of being disabled.
Participation in the identification of the intellectually gifted, as appropriate.
 In-service training programs and recommendations to appropriate personnel to promote positive behavioral student support within the school community.
 Participation in PPT and IEP team meetings.
Crisis intervention services.
 Direct and indirect services to special education students as specified in the individualized education program (IEP).
 Provide individual/group/family counseling for designated children and their families to resolve school problems.

​Requests for consultation regarding students may originate from classroom teachers, parents, physicians and other interested agencies. 

Social Work
​Certified school social workers are employed by the school district to provide programs designed to meet students’ needs by means of the following activities:

Early intervention process team participation or consultation regarding children’s learning/behavior problems at school.
Direct and indirect services to special education students as specified in the individualized educational program (IEP).
Completion of a social/developmental history on each child who is referred as appropriate.
Provide individual/group/family counseling for designated children and their families to resolve school problems.
Link the child and his/her family to school and community resources to enable the child to receive maximum benefit from his/her educational program.
Crisis intervention services to children and parents.
Staff development programs for District personnel related to areas and services listed above.

​Requests for referral for school social work services may originate from classroom teachers, other school staff, administrators, parents, self-referral, private medical and mental health practitioners, and community agency staff.

Special Education
​Special Education services are available for all students whose disabilities interfere significantly with their ability to learn. The disabilities may be in the areas recognized under the IDEA or state laws governing special education.

Special education programs are offered for preschool children 3-5 years of age, who have delays in language, motor, cognitive, and/or social/emotional development. These programs help us focus on specific problem areas for intensive programming. Our goal is to integrate these children in general education in the early grades. When necessary, these students may continue in special education programs when they enter elementary school. Federal and state law requires participation in the least restrictive educational environment appropriate to the needs of the child.

For children who do not learn at the expected learning rate, regular interventions are available to assist these children at all grade levels. This process is known as early intervention in this district and also may be called child study or child intervention in other school districts.

A continuum of special services and supports are available. Children may be assigned to work with a variety of different specialists according to their needs. There are some students whose disabilities are not effectively addressed in a regular public school setting. In those cases, another public or private program will be arranged.

Programs for all children are evaluated on an annual basis. Some programs are re-evaluated in a shorted time period when a change in program or placement is indicated. These evaluations are done by PPT/IEP teams in the school attended by the child. Every three years or earlier, if required, children are re-evaluated to determine whether there is a continued need for special education services. Monitoring of student progress is done quarterly throughout the year based on the goals and objectives developed in the child’s program. The overall goal for New Britain’s special education programs is to educate children in the least restrictive program possible. 

For questions regarding Preschool Special Education Referrals, please contact Donna Rich, Preschool Psychologist at Gaffney at 860-223-2051 or via email by clicking here.


Formal evaluation for special needs may include cognitive testing, educational testing, speech and language tests, tests of personality development, adaptive functioning and visual-motor development, classroom observations, and home and family history. Additionally, health and medical developmental history may be sought. When the diagnostic data have been collected, a planning and placement team meeting is held with the parent or guardian. 

An independent evaluation is an evaluation performed by a certified or licensed professional who is not employed by our school district. Parents or guardians have the right to an independent evaluation of their child if they disagree with the evaluations conducted by school personnel. The PPT/IEP team will develop substantive questions that the independent evaluation will need to address. 

The planning and placement team may consist of the following: the child’s parents, teacher(s), pupil services, and special education personnel, principal, and other professionals who may aid in providing the best possible services for the individual child. The parent or guardian of the student under consideration is always invited to attend the PPT meeting. The parent and or guardian may be accompanied by individuals that they believe may be helpful to them in planning for their child. The functions of the PPT are to: 

Make an evaluative study of a student referred to the team. 
Determine if the child is eligible for special education and/or related services. 
Plan for special instruction or services that will be of benefit to the student, which includes development of an individual education plan (IEP). 
Review annually the progress of any child for whom special education has been recommended and provided. 


Physical Restraint means any mechanical or personal restriction that immobilizes or reduces the free movement of a child's arms, legs or head. Any use of physical restraint is to be documented in the child's educational record and, if appropriate, in the child's school health record. Use of the CSDE Incident Report of Physical Restraint is required and should be completed as soon after the incident as possible or within 24 hours of the incident. To view specific documents related to safeguards, seclusion and restraints, click the links below.

> Procedural Safeguards Notice Required Under IDEA Part B (Click for Spanish version)
> Parental Notification of the Laws Relating to the use of Seclusion and Restraint in Public Schools (Click for Spanish version)


Below are numerous resources for families. If you have any questions or need further information, please contact us by calling the Department of Pupil Services at 860-827-2235.

Building a Bridge (English)
​Building a Bridge (Spanish)
IEP Guide - Page by Page
Parent Guide to Special Education (English)
Parent Guide to Special Education (Spanish)
Transition Bill of Rights (English)
Transition Bill of Rights (Spanish)


Staff Directory | Pupil Services Department


The Talent Development Office is based out of the New Britain Educational Administration Center, located at 272 Main Street. ​The main phone number to the department is 860-827-2235.

Name Position Email Phone
Mark Spalding Director of Pupil Services Click to email 860-827-2234
Noemi Ramirez Administrative Assistant to the Director Click to email 860-827-2235
Donnah Swaby District Coordinator of Special Education (6-12+) Click to email 860-827-2236
Edie DeSimone District Coordinator of Special Education (K-5) Click to email 860-612-1524
Danielle Singleton District Coordinator of Special Education
(PreK & KEY Program PreK-Grade 12) Birth to 3 Transitions
Click to email 860-827-2241
Donna Clark Districtwide Therapy Supervisor Services for the Hearing, Impaired/Deaf, Services for the Visually, Impaired/Blind Click to email 860-827-2268
Jacqui Maddy Nursing Supervisor Click to email 860-827-2219
Jessica Foligno Out of District Schools/504 Click to email 860-612-1535
Lori Woloszynski Magnet Schools Click to email 860-827-2231
Audra Mercado Elementary Schools/603s
Out of District
Click to email 860-827-2229
Christine Arena Medicaid Billing Click to email 860-827-2227
Karen Boncek Magnet Schools Click to email 860-827-2279
Linda Gioia Middle Schools/SEDAC Click to email 860-827-2293
Lauren DeMaio Out of District Schools Click to email 860-827-2022
Miolle Lucceus Preschool/KEY Click to email 860-827-2226