Required IEP Sections in Connecticut
What sections are required in an IEP in Connecticut?
Connecticut IEPs must include all components required by federal law (34 CFR 300.320) and Connecticut-specific requirements under Conn. Gen. Stat. § 10-76d and Conn. Agencies Regs. § 10-76d-1 through § 10-76d-19. The IEP is developed by the Planning and Placement Team (PPT) — Connecticut's term for the IEP team — and must include: a statement of the student's present levels of academic achievement and functional performance; measurable annual goals; a description of how progress toward goals will be measured and how parents will be informed; a statement of special education and related services, supplementary aids and services, and program modifications; explanation of non-participation with nondisabled peers; individual accommodations for state and district assessments; projected start date, frequency, location, and duration of services; and transition services beginning at age 14 (Conn. Gen. Stat. § 10-76d, effective July 1, 2021). Connecticut additionally requires that the PPT document the parent's concerns for the child's education and the PPT's consideration of that input. The Connecticut State Department of Education (CSDE) IEP form includes required documentation of ESY eligibility consideration and extended school year determination.
What Connecticut Requires
The IEP must be developed by the Planning and Placement Team (PPT), which is Connecticut's statutory term for the IEP team (Conn. Gen. Stat. § 10-76d; Conn. Agencies Regs. § 10-76d-1).
Present levels of academic achievement and functional performance must describe how the disability affects involvement and progress in the general curriculum (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(1)).
Measurable annual goals must address disability-related needs to enable progress in the general curriculum (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(2)).
The IEP must specify all special education and related services, supplementary aids and services, and program modifications, including frequency, location, and duration (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(4)).
For state and district assessments (Connecticut Academic Performance Test/CAPT, Smarter Balanced, SAT School Day), the IEP must specify individual accommodations or explain why the student cannot participate and identify the alternate assessment (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(6)).
Transition services, including measurable postsecondary goals and a course of study, must be addressed beginning not later than the first IEP in effect when the student turns 14 — earlier than the federal minimum of age 16 (Conn. Gen. Stat. § 10-76d, effective July 1, 2021; 34 CFR 300.320(b)).
The PPT must consider ESY eligibility annually and document the determination in the IEP (Conn. Agencies Regs. § 10-76d-15).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
Initial IEP must be developed within 30 days of the eligibility determination (per federal baseline, 34 CFR 300.323(c)).
The IEP must be reviewed at least annually by the PPT and revised as needed (Conn. Agencies Regs. § 10-76d-12).
Transition services must be addressed beginning not later than the first IEP in effect when the student turns 14 (Conn. Gen. Stat. § 10-76d, effective July 1, 2021).
Prior written notice must be provided before any proposed action regarding evaluation, placement, or FAPE (Conn. Gen. Stat. § 10-76h; 34 CFR 300.503).