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
Inpiduals 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