Forms and Resources

Below you will find a series of forms and resources for you as parents. Click the link below each description in order to download the form/resource.

Procedural Safeguards

The Individuals with Disabilities Education Improvement Act (IDEA), the federal law concerning the education of students with disabilities, requires schools to provide you, the parent, with a notice containing a full explanation of the procedural safeguards available under the IDEA and the IDEA regulations. A copy of this notice must be given to you one time each year and also when the following occurs:

    • The first time you or the school district asks for an evaluation.
    • You ask for a copy of these procedural safeguards.
    • The first time in a school year you request a due process hearing or file a state complaint.
    • A decision is made to take a disciplinary action against your child that is a change in placement.

Click the links below to download the Procedural Safeguard in English or Spanish.

Procedural Safeguard (English)

Procedural Safeguard (Spanish)


A Parents Guide to Special Education

The parents guide to special education provides information for parents, guardians and other family members about laws, regulations, and policies affecting special education programs and services. These protections, rights and opportunities will best help students with disabilities reach their full potential when parents, families and schools work collaboratively. Setting high expectations for students and high standards for programs will provide the greatest opportunities for a successful adult life.

Click below to download the Parents Guide to Special Education in English or Spanish.

Parents Guide to Special Education (English)

Parents Guide to Special Education (Spanish)


Seclusion and Restraint

The Board of Education is also required by state regulation to inform you about a specific provision of the state statutes and regulations regarding the emergency use of physical restraint and seclusion or the use of seclusion as a behavior intervention in a child’s IEP. Every parent must be advised of these rights at the initial Planning and Placement Team meeting (PPT) held for their child even if the emergency use of physical restraint or seclusion or the use of seclusion as a behavior intervention in a child’s IEP is not likely to occur with their child. In addition, the notice must also be provided to you at the first PPT meeting where the use of seclusion has been identified as a necessary intervention in a student’s behavior intervention plan (BIP).

Click Below to download the parent notification of seclusion and restraint. This prints on legal-sized paper.

Parent Notification of Seclusion and Restraint


Billing Medicaid for Health-Related Services

The Inpiduals with Disabilities Education Act (IDEA) allows certain services provided under an Inpidualized Education Program (IEP) to be covered by Medicaid. Medicaid funds help pay for the costs of providing these services. Click below to download the Information and Answers for Families about this process.

Click the link below to download the Billing Medicaid for Health-Related Services form.

Information and Answers for Families about Medicaid Billing


Transition Bill of Rights

A student with an inpidualized education program (IEP) has certain rights under both federal and state laws. This Transition Bill of Rights for parents of students receiving special education will help parents and students understand a student’s rights related to getting an education and other important issues regarding the transition to life after high school. School districts will provide this document annually at a planning and placement team (PPT) meeting to all parents, guardians, and surrogate parents of students who are receiving special education services in Grades 6-12 as well as to students who are 18 years of age or older.

Click the link below to download the Transition Bill of Rights.

Transition Bill of Rights for Parents of Students Receiving Special Education Services (English)

Transition Bill of Rights for Parents of Students Receiving Special Education Services (Spanish)


Positive Student Profiles

The positive student profile is a form that parents and educators can fill out detailing their child/student for the purposes of planning and understanding their inpidual strengths/needs. The profile provided and opportunity to see a child's strengths and challenges in a new light, have a clearer understanding of who the child is, and become a better prepared participant in the IEP process. A new profile can be completed each year as the child grows and changes.

Click the link below to download the Positive Student Profile.

Positive Student Profile


IEP Tips for Teachers and Parents

The book IEP Tips for Teachers and Parents is a resource enabling teachers as well as parents to feel empowered with the ability to come to IEP meetings well-informed, and able to participate fully. This resource is invaluable to inpiduals who may feel confused or at a loss when it comes to their rights, and how a PPT meeting works. 

Click below to download this book.

IEP Tips for Teachers and Parents


Parental Choice in Connecticut

The Connecticut State Board of Education is committed to ensuring the highest possible achievement level for every Connecticut student. Over the last 10 years, Connecticut has instituted a program to expand school choice options for parents and students. By offering parents and students choices among a range of educational programs and settings, the State Board of Education believes our educational system will maximize the opportunity for each student to achieve her/his highest potential.

Click below to download this booklet:

Parental Choice in Connecticut


Building a Bridge

The following pages contain information that will help you play a meaningful role in setting transition goals for your son/daughter’s future. According to the law, transition planning is required as part of your child’s IEP (Inpidualized Education Program) starting at age 14.

Click below to download the Building a Bridge document.

Building a Bridge (English)

Building a Bridge (Spanish)


IEP Manual and Forms

The following commentary is provided to school districts in Connecticut to assist in utilizing the IEP forms. The October 2010 Revision involves ONLY the inclusion of a revised page 12 in the forms section with no update to the commentary section of the IEP Manual. Changes were made to pages 1, 2, 10, and 12 of the IEP form (ED620) in March 2013. Please carefully review the commentary related to those IEP pages as well as minor clarifications included in the commentary for IEP page 6 (pg. 10) and IEP page 11 (pg. 28). The sections of the Manual that relate to data collection for children ages 3-5 (i.e., IEP pages 2, 12 and the Manual Addendum) have been updated to align with the instructions in the most recent SEDAC Manual.

Click the link below to download the IEP Manual and Forms document.

IEP Manual and Forms


Attention Deficit Hyperactivity Disorder Information

In a continued effort to support high academic achievement for all students, the Connecticut State Department of Education, Bureau of Special Education has developed a list of resources that address the needs of students experiencing Attention Deficit Hyperactivity Disorder (ADHD). Although not intended as an exhaustive list, these resources do consist of key state and federal information on ADHD, as well as, links to several organizations to enhance understanding and service delivery to students presenting with attentional concerns.

Click the link below to view the list.

List of Resources for students experience ADHD


Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Every year, public school teachers, leaders, parents, students, and other interested parties contact the U.S. Department of Education’s Office for Civil Rights (OCR) asking questions about the educational and civil rights of students with disabilities who are enrolled in public elementary and secondary schools. During these exchanges, OCR often hears (1) uncertainty about the Federal civil rights obligations of public schools and inpidual school employees in a wide range of situations involving students with disabilities; (2) a lack of awareness of required processes and procedures for securing services and access to programs and opportunities for students who have or may have disabilities; or (3) confusion about student rights under the applicable Federal disability laws.

To facilitate efforts to eliminate discrimination against students with disabilities, OCR offers this resource guide to provide answers to questions that OCR has received and increase understanding among parents and members of the school community of the Federal civil rights laws that protect students with disabilities in public schools, and in particular, Section 504 of the Rehabilitation Act of 1973 (Section 504).

Click the link below to download the Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools.

Parent and Educator Resource Guide to Section 504

 

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