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What Is an IEP?
An Individualized Education Program (IEP) is a written document that describes the special education services, related services, goals, and accommodations your child will receive from the school district. It is the primary way Connecticut schools deliver a free appropriate public education (FAPE) to students with disabilities under the Individuals with Disabilities Education Act (IDEA) and Connecticut General Statutes §§ 10-76a through 10-76ii.
The IEP is not a suggestion. It is a legally binding commitment from the school district to your child. Once the Planning and Placement Team (PPT) develops an IEP and you consent, the school is obligated to provide every service, accommodation, and support listed in it. If they do not, you have legal options to enforce it.
Every student who receives special education services in Connecticut must have an IEP. It is reviewed at least once per year and is revised whenever your child’s needs change.
Who Qualifies for an IEP in Connecticut?
To qualify for an IEP, your child must meet two requirements under IDEA:
- Your child has a disability that falls under one of the 13 IDEA eligibility categories.
- That disability affects your child’s educational performance to the degree that they need specially designed instruction.
Both conditions must be met. A diagnosis alone does not automatically qualify a child for an IEP.
The 13 IDEA Disability Categories
| Category | Category |
|---|---|
| Autism | Deaf-Blindness |
| Deafness | Emotional Disturbance |
| Hearing Impairment | Intellectual Disability |
| Multiple Disabilities | Orthopedic Impairment |
| Other Health Impairment (includes ADHD) | Specific Learning Disability |
| Speech or Language Impairment | Traumatic Brain Injury |
| Visual Impairment |
If your child has a condition like ADHD, anxiety, or a chronic health issue, they may qualify under “Other Health Impairment.” If you believe your child has a disability that is affecting their learning and the school has not evaluated them, you have the right to request an evaluation in writing at any time.
What Is the Difference Between an IEP and a 504 Plan?
Both IEPs and 504 plans help students with disabilities, but they are different in significant ways:
| IEP | 504 Plan | |
|---|---|---|
| Law | IDEA | Section 504 of the Rehabilitation Act |
| Eligibility | Must have 1 of 13 disability categories AND need specially designed instruction | Must have any disability that substantially limits a major life activity |
| What It Provides | Specially designed instruction, related services, goals, accommodations, modifications | Accommodations and access to the general curriculum only |
| Legal Protections | Extensive procedural safeguards including prior written notice, consent, and due process rights | Fewer procedural safeguards |
| Funding | Federal IDEA funding supports services | No additional federal funding |
| Review | Reviewed annually by the PPT | Reviewed periodically (typically annually) |
| Enforcement | State complaint, mediation, or due process hearing | OCR complaint or due process |
If your child needs more than just accommodations — if they need specially designed instruction, related services like speech therapy or counseling, or modified curriculum — an IEP is the stronger option. Learn more about 504 Plans in Connecticut →
How Does the IEP Process Work in Connecticut?
The IEP process in Connecticut follows a step-by-step sequence governed by both federal and state law. Here is what to expect:
| Step | Timeline | What Happens |
|---|---|---|
| 1. Referral | Any time | You, a teacher, or another professional requests in writing that the school evaluate your child for special education. Always keep a copy of your referral. |
| 2. School Response | 10 school days | The school must respond with either a consent form to evaluate or a written refusal explaining why they will not evaluate. |
| 3. Consent | You decide | You sign the consent form. The clock starts when the school receives your signed consent. |
| 4. Evaluation | Within 45 school days | The school conducts a comprehensive evaluation in all areas of suspected disability. The evaluation must be nondiscriminatory and conducted in your child’s native language. |
| 5. Eligibility | At the PPT meeting | The PPT reviews evaluation results and determines whether your child qualifies for special education under one of the 13 IDEA categories. |
| 6. IEP Development | At or shortly after eligibility PPT | If eligible, the PPT develops the IEP with goals, services, accommodations, and all required components. |
| 7. Consent for Services | You decide | You must provide written consent before the school begins providing special education services for the first time. |
| 8. Implementation | Within 10 school days of receiving written IEP | The school begins providing all services listed in the IEP. The Connecticut State Department of Education advises implementation within 10 school days of the parent receiving the written IEP. |
For students who require an out-of-district or private school placement, the implementation timeline extends to 60 school days from the referral date.
What Is a PPT Meeting?
In Connecticut, the team that develops, reviews, and revises your child’s IEP is called the Planning and Placement Team (PPT). Federal law uses the term “IEP team,” but in Connecticut, the term PPT is standard.
The PPT must include:
- You (the parent or guardian) — you are an equal participant in all decisions
- At least one general education teacher of your child
- At least one special education teacher or provider
- A district representative with authority to commit school resources
- Someone who can interpret evaluation results (can be one of the other members)
- Anyone you invite — this includes attorneys, advocates, therapists, or family members
- Your child (when appropriate, and required for transition planning beginning at age 14 in Connecticut)
The school must send you written notice at least 5 school days before the meeting. The notice must include the date, time, location, purpose, and who will attend. If the time does not work, ask the school to reschedule. They must make reasonable efforts to accommodate you.
You can request that the PPT meeting be recorded. If either party records the meeting, all participants must be informed. You can also ask for evaluation results at least 3 school days before the PPT meeting where they will be discussed for the first time.
What Must the IEP Contain?
IDEA and Connecticut law require specific components in every IEP. If any of these are missing or vague, the IEP may not be legally sufficient:
- Present levels of performance — a detailed description of how your child is currently performing academically and functionally
- Measurable annual goals — specific goals your child is expected to achieve within one year, linked to present levels
- Short-term objectives — Connecticut requires these for all IEP goals, breaking annual goals into measurable benchmarks
- Special education services — type, frequency, duration, location, and start/end dates for each service
- Related services — speech therapy, occupational therapy, physical therapy, counseling, transportation, or other supports
- Accommodations and modifications — changes to instruction, testing, or the environment
- Least restrictive environment (LRE) statement — explaining the extent your child will participate in general education
- Progress reporting schedule — how and how often the school measures progress (at least as often as report cards)
- Assessment participation — how your child will participate in state and district testing, with any accommodations
- Transition planning — beginning at the annual review following your child’s 13th birthday (in effect by age 14), including postsecondary goals for education, employment, and independent living
- Extended School Year (ESY) consideration — whether your child needs services beyond the regular school year to prevent significant regression
The Connecticut IEP Manual (2022) provides detailed guidance on each section of the IEP form used in the Connecticut Special Education Data System (CT-SEDS).
How Often Is the IEP Reviewed?
Annual Review. The PPT must review your child’s IEP at least once per year. At the annual review, the team examines your child’s progress toward goals, reviews current data, and revises the IEP as needed. You do not have to wait for the annual review — you can request a PPT meeting at any time if you believe changes are needed.
Reevaluation. The school must reevaluate your child at least once every three years (the “triennial reevaluation”) to determine whether your child continues to qualify and whether the IEP needs updating. You or your child’s teacher can request a reevaluation sooner if conditions warrant it.
IEP Amendments. You and the school can agree in writing to amend the IEP between annual reviews without holding a full PPT meeting. However, you are never required to agree to this. If you want a full PPT meeting, the school must hold one. An IEP amendment cannot replace an annual review.
If you disagree with the school’s reevaluation, you have the right to request an Independent Educational Evaluation (IEE) at the school district’s expense.
Learn more about Special Education Rights in Connecticut →
What Can You Do if the School Is Not Following the IEP?
An IEP is only as valuable as the school’s willingness to follow it. When the school fails to deliver the services, accommodations, or supports your child is legally entitled to, you have options:
| Option | What It Involves |
|---|---|
| Document the Problem | Keep a written record of every missed service, unfulfilled accommodation, or failure to follow the IEP. Note dates, times, and specifics. |
| Put It in Writing | Send the school a written communication documenting the specific IEP provisions that are not being followed. Request a written response. |
| Request a PPT Meeting | Ask for a PPT meeting to discuss the failures and develop a plan to correct them. |
| File a State Complaint | File a written complaint with the Connecticut State Department of Education (CSDE). The CSDE must investigate and issue a decision within 60 calendar days. |
| Request Mediation | Ask for voluntary mediation through the CSDE. Both sides must agree to participate. |
| File for Due Process | File a due process complaint. A hearing officer can order the school to provide services, award compensatory education, and order other remedies. |
Important: IDEA has a two-year statute of limitations for filing due process complaints. The longer you wait to address IEP violations, the harder enforcement becomes. Document problems as they happen and act promptly.
Learn more about Due Process Hearings in Connecticut →
What Are Common IEP Mistakes That Hurt Your Case?
These are the most common mistakes we see parents make during the IEP process. Avoiding them can significantly strengthen your position:
- Signing the IEP without reading it carefully. Your signature means you agree. You are not required to sign at the meeting. Take it home and review every page.
- Accepting vague goals. Goals like “improve reading skills” are not measurable. Every goal must be specific enough that anyone can determine whether your child met it.
- Not tracking whether services are actually delivered. The IEP may promise 60 minutes of speech therapy per week, but if no one tracks whether those sessions happen, violations go unnoticed. Ask for service logs.
- Agreeing to reduce services without supporting data. If the school recommends cutting services, ask for data showing your child no longer needs them. Budget constraints and staffing shortages are not valid reasons.
- Relying on verbal promises. If a service or accommodation is not written in the IEP, the school has no legal obligation to provide it. Insist that every commitment be documented.
- Skipping the annual review. This is your guaranteed opportunity to revise the IEP. If you miss it, the school may continue with an outdated IEP that no longer meets your child’s needs.
- Not requesting new evaluations when needs change. The PPT cannot develop appropriate goals without current data. If your child’s needs have changed, request new evaluations.
When Should You Hire an IEP Lawyer?
Not every IEP situation requires an attorney. But there are times when legal representation can make a significant difference in the outcome for your child:
- The school is refusing to evaluate your child or is delaying the process
- You disagree with the school’s evaluation and want to pursue an Independent Educational Evaluation (IEE)
- The school is not following your child’s IEP
- You feel outnumbered or unheard at PPT meetings
- The school wants to reduce or eliminate services your child still needs
- You believe your child needs a different placement, including private school at public expense
- Your child is facing discipline and has an IEP (a manifestation determination may be required)
- You are preparing for or have been notified of a due process hearing
- You want to understand whether the school’s proposed IEP is actually appropriate for your child
An IEP lawyer can review your child’s evaluations, identify gaps in the proposed IEP, attend PPT meetings with you, negotiate with the district, and represent you in mediation or due process hearings if the school refuses to provide what your child needs.
What Happens When Your Child Turns 18?
When a student turns 18 in Connecticut, all IEP rights that previously belonged to the parent transfer to the student. This is called the transfer of rights. The school must inform both the parent and the student about this transfer at least one year before the student turns 18.
After the transfer, the student makes all decisions about their own IEP, including whether to consent to evaluations, accept services, or file for due process. The parent continues to receive copies of all notices and IEP documents, unless a court has appointed a legal guardian.
As of Public Act 23-137, Connecticut extended IDEA eligibility through the end of the school year in which the student turns 22 (or until they graduate with a regular high school diploma, whichever comes first).
Why Choose Maya Murphy, P.C. for IEP Representation?
The Connecticut Education Lawyers at Maya Murphy, P.C. help families navigate every stage of the IEP process. We review evaluations, attend PPT meetings, negotiate with school districts, and fight for appropriate services when schools fall short.
PPT meetings can feel intimidating. School staff often outnumber parents, and the technical language can make it hard to know whether the school’s proposal is actually appropriate for your child. We translate the jargon, identify gaps in the proposed IEP, and make sure the final document reflects what your child needs to succeed.
- Recognized by Best Lawyers® for Education Law
- 30+ years of experience representing families in Connecticut and New York
- Evening and weekend appointments available
- Spanish-speaking services available
Is Your Child’s School Failing to Provide Appropriate Services?
If your child’s school is not following the IEP, refusing to evaluate your child, or proposing a plan you believe is inadequate, you do not have to navigate this alone. The Connecticut Education Lawyers at Maya Murphy, P.C. are ready to fight for your child’s right to the education they deserve.
Call (203) 221-3100 to schedule a confidential consultation.
Email: Ask@MayaLaw.com
