More Information and Resources

This section has resources and information related to the Individualized Education Program (IEP) and its development process.

CPAC Recorded Webinars
Getting to Know Your Child's IEP (Individualized Education Program)
CT Has a New IEP!
IEP Nuevo

Learning Modules
Individualized Education Program – A Guide for Parents & Families
Programa Individualizado de Educacion – Guia para Padres y Familias

Document Resources
General – A Good Place To Start
The following documents provide general information on the IEP, including the Planning and Placement Team (PPT) meeting process and parent and student rights.
Referral to Determine Eligibility for Special Education and Related Services
Timeline and Memo on Initial Evaluation
A Parent’s Guide to Special Education in Connecticut
Una guía de educación especial para los padres de Connecticut 2021
Procedural Safeguards Notice Required Under IDEA Part B
Manual de Garantías Procesales
Guide to Terms
Acronym Key
Coming Soon! Disability Category Key

Beyond the Basics
The resources below are for those looking to go beyond the basics and to a higher level of information with documents from the CT State Department of Education (CSDE).
CT State Department of Education Eligibility Documents
CSDE Specific Learning Disability and SLD/Dyslexia

For Deaf and Hard-of-Hearing Students
Language and Communication Plan
Annotated Language and Communication Plan
Language and Communication Plan (LCP) FAQ

CSDE Connecticut Student Assessment Main Page

CT Alternate Assessment (CTAA)
Frequently Asked Questions and Answers about the Connecticut Alternate Assessment System
CT Alternate Assessment System Participation Guidance for Planning and Placement Teams

Smarter Balanced Assessment
Smarter Balanced Assessment & Individualized Education Plans (IEPs) - FAQs

Assistive Technology
CT Assistive Technology Guidelines
CSDE Assistive Technology Resource Guide

Secondary Transition Resources
Secondary Transition Planning Process
Proceso de Planificación de la Transición Secundaria
Secondary Transition and the IEP

Why must IEP goals be aligned with grade-level standards?
OSEP DEAR COLLEAGUE LETTER on Free and Appropriate Public Education (FAPE) (November 16, 2015) - This letter clarifies that individualized education programs (IEP) for children with disabilities must be aligned with state academic content standards for the grade in which a child is enrolled.

Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1 – See question 12. Each child with a disability must be offered an IEP that is designed to provide access to instructional strategies and curricula aligned to both challenging State academic content standards and ambitious goals, based on the unique circumstances of that child.

ESSA: Key Provisions and Implications for Students with Disabilities - The December 2015 passage of the Every Student Succeeds Act (ESSA) provides states an opportunity to reflect on their current systems of education, and to identify what is working well, and what improvements need to be made to develop, refine and implement coherent education systems that continuously improve so that every child is ready for college, career and life success.