How to Read an IEP: Connecticut State IEP Guide

Connecticut special education regulations are outlined in the Connecticut General Statutes (§ 10-76a through 10-76h), govern IEPs for the approximately 80,000 Connecticut students with IEPs—a notably high 17% of enrollment (OSEP Annual Report to Congress), reflecting Connecticut’s broad eligibility standards and strong parent advocacy culture. Connecticut also pays the most per student on special education in the country– over 24,000 per student per year and sends a relatively high percentage of students to out of district placements. 

The state statues are unusually well indexed and clearly laid out, reflecting the high level of organization and consistency that is also found in the state wide use of CTSEDS (Connecticut Special Education Data System) — a statewide web-based IEP development system used by nearly all Connecticut districts. The state offers state-wide procedures manuals, guidance documents, blank IEPs, and section by section IEP manuals. Some key differences from IDEA include the earlier start to transition planning (age 14) and the use of the term Planning and Placement Team (PPT) instead of IEP team. IEP meetings are still called IEP meetings– but the team is called the PPT.  

For parents, the state has a parent’s guide to special education. There are also supports from the Connecticut Parent Advocacy Center (CPAC)—Connecticut’s PTI—which provides one-on-one IEP support and multilingual workshops. The Connecticut Disability Rights Network and Center for Children’s Advocacy provide legal advocacy for IEP disputes.

To see what IEPs look like in Connecticut– and guidance on how to read IEPs (and how to know if they are well written!), check out the IEP section guide below.