IEP Transition Services in Connecticut
When does IEP transition planning start in Connecticut?
Connecticut requires transition planning beginning at age 14 — earlier than the federal IDEA minimum of age 16. Transition services must be addressed beginning not later than the first IEP in effect when the student turns 14 (or younger if the PPT determines it appropriate), and updated annually (Conn. Gen. Stat. § 10-76d, effective July 1, 2021). The IEP must include: measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills; transition services (including a course of study) needed to assist the student in reaching those goals; and, if an outside agency will provide transition services, documentation of that arrangement. The student must be invited to their PPT meeting when transition is discussed (Conn. Agencies Regs. § 10-76d-9). When a student with a disability leaves school before receiving their diploma, Connecticut requires the district to provide a summary of the student's academic achievement and functional performance, including recommendations to assist the student in meeting postsecondary goals (Conn. Agencies Regs. § 10-76d-18; 34 CFR 300.305(e)(3)). NOTE: Public Act 23-137 extended Connecticut FAPE eligibility through the end of the school year during which a student turns age 22 (not age 21).
What Connecticut Requires
Transition services must be addressed beginning not later than the first IEP in effect when the student turns 14, or younger if the PPT determines it appropriate, and updated annually (Conn. Gen. Stat. § 10-76d, effective July 1, 2021; 34 CFR 300.320(b) sets the federal minimum of age 16).
The IEP must include measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and independent living skills (Conn. Agencies Regs. § 10-76d-18; 34 CFR 300.320(b)(1)).
The IEP must include transition services, including a course of study, needed to assist the student in reaching postsecondary goals (Conn. Agencies Regs. § 10-76d-18; 34 CFR 300.320(b)(2)).
The student must be invited to PPT meetings when transition services will be discussed; if the student cannot attend, the district must take steps to ensure the student's preferences and interests are considered (Conn. Agencies Regs. § 10-76d-9).
When a student exits school before receiving a regular diploma, the district must provide a summary of academic achievement and functional performance with recommendations for postsecondary goals (Conn. Agencies Regs. § 10-76d-18; 34 CFR 300.305(e)(3)).
Representatives of participating outside agencies may be invited to PPT meetings with the parent's or student's consent (34 CFR 300.321(b)(3)).
Key Timelines
Transition planning begins not later than the first IEP in effect when the student turns 14 (Conn. Gen. Stat. § 10-76d, effective July 1, 2021).
Transition goals and services must be reviewed and updated annually (Conn. Agencies Regs. § 10-76d-12).
Age 18: educational rights transfer to the student unless a conservator or guardian has been appointed; the IEP must document notice of this transfer (Conn. Gen. Stat. § 10-76d(a)(4); 34 CFR 300.520).
Age 22: FAPE eligibility ends in Connecticut — Public Act 23-137 extended eligibility through the end of the school year during which a student turns age 22 (Conn. Gen. Stat. § 10-76d(b)(1) as amended by PA 23-137).
Exit summary must be provided no later than the student's final year of eligibility (34 CFR 300.305(e)(3)).