Displaying items by tag: RFI: BSE

This resource for parents and guardians of students receiving special education helps them to understand a student’s rights related to getting an education and other important issues in the transition to life after high school. It is provided annually by the school district 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 and to students who are 18 years of age or older.

This resource book for middle and high school students with disabilities is designed to help them self-advocate in developing goals for their future after high school, including: learning more about their disability and learning style; understanding their rights and responsibilities under disability law; developing a personal self-advocacy plan; exploring transition options and developing goals; participating in their Planning and Placement Team (PPT) meeting.

This resource guide is an opportunity for educators, students with disabilities and their families throughout Connecticut to identify and access resources and services that can assist them in navigating the process of secondary transition planning in order that the student may be college and career ready when they exit high school.

This directory contains information regarding organizations/providers that meet specific criteria as a transition/vocational service provider as set forth by the Connecticut State Department of Education.

This directory provides transition service sites that go beyond academics to support young adults with disabilities in attaining the skills necessary for independence in adult life in an age-appropriate environment.

This guidance document provides information to parents, guardians, family members and youth with disabilities on how to be proactive in ensuring that goals for self-advocacy, college, training, employment and/or independent living are included in the Individualized Education Plan (IEP) in preparation for the transition from high school to young adult life. Transition planning is required under the Individuals with Disabilities Education Act (IDEA) to be a part of the Individualized Education Program (IEP) for students with disabilities no later than age 16 or earlier to ensure that the student has the educational foundation and tools needed to confidently transition into the adult world.

The groups listed here can connect families to local community-based resources that provide information about the rights of parents and students under the Individuals with Disabilities Education Act (IDEA). They represent organizations that can be responsive to broad-based service needs statewide.

The information within this guide is designed to assist parents and guardians in understanding the Individualized Education Program (IEP) document and the Planning and Placement Team (PPT) process. The intent is to provide parents and guardians with an awareness of the most important components of the IEP so that they can be an informed and active member of their child’s PPT meeting.

This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content.

The procedural safeguards notice includes a full explanation of all the procedural safeguards available under the Individuals with Disabilities Education Act (IDEA) and its regulations. Notice must be provided to parents of students with disabilities one time each year and also when the following occurs: the first time the parent or the school district asks for an evaluation; the parent asks for a copy of these procedural safeguards; the first time in a school year the parent requests a due process hearing or files a state complaint; a decision is made to take a disciplinary action against the student that is a change of placement.