Connecticut IEP Meeting Checklist: How to Prepare for Your PPT

You have a PPT meeting scheduled in two weeks. You know it's important, but you're not sure exactly how to prepare, what to bring, or how to make sure you don't leave the meeting having agreed to something that isn't right for your child. Connecticut's PPT process has specific procedural requirements — knowing them before you walk in makes you a more effective participant.

Before the Meeting

Request documents in advance

At minimum one week before the meeting, request:

• The current IEP (or draft IEP if this is an annual review or new development meeting)
• The most recent evaluation reports if this is an eligibility meeting
• Progress data from the current school year on each IEP goal
• Any new assessment or observation data the district plans to discuss

You should not be reading these documents for the first time at the PPT table. Connecticut parents have the right to review all educational records. Submit the request in writing and note the date.

Review the current IEP critically

Go through the current IEP with these questions:

• Are the present levels accurate? Do they reflect what you actually see in your child's performance?
• Do the annual goals have short-term objectives? Connecticut requires them for all students under RCSA § 10-76d-11 — they are not optional.
• Are the goals measurable? Do they include a condition, the target behavior, specific criteria (a number or percentage), and a timeframe?
• Do the services listed match what your child has actually been receiving? If there have been missed sessions, document them.
• Are the accommodations realistic? Are they ones the school is actually implementing or do they look good on paper but never happen in practice?

Review progress data

Pull your child's progress reports from the current year. For each goal, compare the current performance level to the goal's criterion. Is your child on track? If not, what does the data show about why not?

If you have concerns about lack of progress, note the specific goals where progress seems insufficient and prepare to ask about the instructional approach being used.

Gather your own documentation

Bring to the meeting:

• Samples of recent schoolwork that illustrate your concerns
• Correspondence with teachers about performance or behavioral incidents
• Medical or clinical records relevant to the discussion (new diagnoses, new evaluations, medication changes)
• Notes from tutors, therapists, or other professionals who work with your child outside school
• Your own notes from previous PPT meetings

Write down your questions and concerns

A PPT meeting can move quickly and cover a lot of ground. If you don't write things down beforehand, you'll leave thinking of the question you forgot to ask. Your list should include:

• What specifically changed about [goal/service/accommodation] this year and why?
• What data supports the proposed [goal/service change/placement decision]?
• Who specifically is responsible for [each service]?
• How often will [service] be delivered, in what setting, and by whom with what credentials?
• How will I receive progress data, and how often?

At the Meeting

Know your rights as a PPT member

You are a required member of the team — not an observer. You have the right to speak, ask questions, disagree with proposals, and request changes before signing anything. No one can pressure you to sign at the meeting if you need time to review.

If a required team member is absent, the district must have obtained your written agreement in advance. If they didn't, note that the meeting was held without a required member.

Ask about each proposed change

When the district presents a proposed change — new placement, service reduction, goal modification — ask directly: "What data or evaluation finding supports this change?" and "What other options did the team consider?" These are the same questions the Prior Written Notice must answer, and asking them at the meeting often produces more candid discussion than the official document.

Don't be rushed

Meetings are often scheduled for 45 minutes to an hour. If the agenda is substantial, that may not be enough time for genuine discussion. If you find yourself being rushed through important decisions, you can say: "I'd like more time to review this before we finalize it. Can we schedule a follow-up PPT to complete this discussion?" This is always your right.

If you want to record the meeting, notify the district in writing before the meeting date. Under E.H. v. Tirozzi (D. Conn. 1990), Connecticut districts must permit recording when a parent demonstrates it is necessary for meaningful participation.

Note disagreements explicitly

If you disagree with anything proposed at the meeting — a goal, a service level, a placement decision — say so explicitly and make sure your disagreement is noted in the meeting records. You can also write "Parent disagrees with [specific item]" on the IEP signature page before signing. This preserves your ability to dispute the item later without having waived your objection.

Do not sign anything you're uncertain about

You are never required to sign an IEP or consent form at the meeting. Connecticut gives you the right to review documents and consent (or not consent) on your own timeline. If you need a week to review a draft IEP, take it. If you want to share the document with an outside evaluator or advocate before deciding, that is your right.

After the Meeting

Confirm what was agreed in writing

Within 24-48 hours of the meeting, send a brief email to the special education coordinator confirming the key decisions: "Following up on today's PPT meeting — my understanding is that [service X] will begin on [date], [goal Y] was updated to include [change], and the team agreed to [next steps]. Please let me know if this is not your understanding."

This creates a contemporaneous record of what was decided and by whom, which is valuable if implementation problems arise later.

Request the finalized IEP

Ask when the finalized IEP will be available in CT-SEDS and request a paper copy if you prefer one. The parent portal times out after 60 minutes, and access codes expire within 5 hours. If you need to review it on your schedule, having a printed copy is practical.

Track implementation from day one

Once the IEP is in place, verify that services have actually started. Check in with your child about whether they're receiving their speech sessions, resource room time, or counseling. If services don't start within a week or two of the agreed start date, contact the special education coordinator in writing.

Build a documentation system

Create a folder — physical or digital — with:

• The signed IEP and all amendments
• Progress reports and report cards
• Your own service delivery log
• All correspondence with the district
• Evaluation reports

This documentation is what you'll need if you ever need to file a complaint, request compensatory services, or disagree with a future PPT decision.

The Connecticut IEP & 504 Blueprint includes a complete Connecticut PPT preparation package — meeting agenda template, questions to ask for each type of PPT meeting, a post-meeting follow-up letter, and a year-round IEP tracking system.

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