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A
student with an individualized 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.
Students, parents, guardians, and surrogate parents are important members of the PPT. Parents, guardians,
surrogate parents, and students 18 years of age or older have the right to receive a copy of Procedural
Safeguards in Special Education which explains the rights and responsibilities in the federal law called the
Individuals with Disabilities Education Act (IDEA). These procedural safeguards are provided at least annually
at a PPT meeting by each school district. This publication describes a student’s right to a free and appropriate
public education (FAPE) in the least restrictive environment (LRE) through specialized instruction and related
services in a student’s IEP.
Students with an IEP have a right to:
1. Receive secondary transition services through 7. Assist in developing annual goals and objectives
their IEP starting at least at age 16, or younger if to include but not be limited to those areas in the
desired and recommended by the student’s PPT. Connecticut CORE Transition Skills, such as
health care, transportation, self-determination, and
2. Receive appropriate individualized education
social skills.
services through the end of the school year in
which they turn 21 OR until graduation with a 8. Identify, explore, and connect with outside
regular high school diploma. The school year is agencies as appropriate, including but not limited
defined as July 1 through June 30. This decision is to the following adult service agencies:
typically recommended by a student’s PPT. Department of Developmental Services (DDS),
Department of Mental Health and Addiction
3. Attend all PPT meetings, including those related
Services (DMHAS), Department of Public Health
to transition planning, to represent their education/
(DPH), and the Department of Rehabilitation
training, employment, and independent living
Services (DORS), which includes the Bureau of
interests, preferences, and strengths.
Education and Services for the Blind (BESB) and
4. Assist in the development of their IEP with Bureau of Rehabilitation Services (BRS) (see
accommodations and modifications designed to Easing into Secondary Transition).
meet their unique needs.
9. Be informed on or before their 17th birthday that
5. Develop realistic and specific post-school all parental rights will transition to the student
outcome goal statements (PSOGS) that are when he or she reaches the age of 18. Under
measurable, based on their individualized needs Connecticut law, students may notify the school
and interests, and reviewed annually as part of district (in writing) that their parents, guardian, or
their IEP. surrogate parent shall continue to have the right to
6. Receive secondary transition services and related make educational decisions with the students
supports to help them prepare to meet their post- when they turn 18.
school goals in postsecondary education/training Continued on next page
AND employment, and independent living skills
if appropriate.
Transition Bill of Rights – 5/4/16 Page 1
10. Request consideration for receiving transition-only activities that will help students meet their
services between the ages of 18 and 21 if all post-school goals.
transition goals and objectives have not been met i. Transition-only services should be based in
during their previous years in high school. The the local community to the greatest extent
following conditions are required: possible in order to prepare students for life
a. Students have met all academic after high school.
requirements for graduation. 11. Actively participate in the development and
b. PPT makes the recommendation for revision of their Student Success Plans, which
transition-only services that must be are required for all students in grades 6–12 to
reviewed at least annually. address career, academic, and social/emotional/
c. Transition-only services must be a behavioral skills to prepare for life after high
coordinated set of individualized activities school.
but do not need to be a specialized 12. Receive, along with their parents, guardians,
“program.” and surrogate parent transition resources and
d. Transition-only services must provide other information regarding IEPs developed by
students with the opportunity to spend at the Connecticut State Department of Education
least 80 percent of their time with (CSDE) and their school such as:
nondisabled peers. Assistive Technology and
e. Students are entitled to participate in Postsecondary Transition
graduation activities upon completion of Building A Bridge: A Transition
academic requirements or at the conclusion Manual for Students
of transition-only services - this is a Connecticut CORE Transition Skills
decision to be made by the student, parents, Connecticut IEP Transition Planning
and/or guardians or surrogate and the PPT. Checklist
f. If students participate in transition-only Easing into Secondary Transition: A
services, the date on their diploma or Comprehensive Guide to Resources
certificate will be the date that they exit and Services in CT
high school (either aging out at 21 or with a Transition Assessment Resource
diploma or certificate). Manual
Stepping Forward: A Self-Advocacy
In addition, the following should also be Guide for Middle and High School
considered: Students
g. Transition-only services are typically Student Success Plan Crosswalk
discussed during the senior year of high Technology & Transition: Resource
school. Guide to Creating and Sustaining an
h. Transition-only services are not needed for AT [Assistive Technology] Team at the
graduation but may include academic, High School Level
vocational, and independent living
If students have questions or have a problem asserting any of these rights, they should first speak to their
teacher, school case manager, school counselor, and parent/guardian or surrogate parent. If additional help is
needed, students (or their parents, guardians, or surrogate parent) have the right to file a complaint, ask for
mediation and, if needed, ask for an impartial due process hearing by contacting the CSDE Due Process Unit at
860-713-6928. For more information, download a copy of the publication Parent’s Guide to Special Education
or obtain a copy from the school.
For additional help with transition or special education, call the CSDE at 860-713-6910 or visit
http://www.sde.ct.gov/sde/specialeducation. For assistance in understanding the provisions of the IDEA, call
Connecticut’s federally designated Parent Training and Information Center, the Connecticut Parent Advocacy
Center (CPAC) at 800-445-2722, e-mail cpac@cpacinc.org, or visit http://www.cpacinc.org/.
Transition Bill of Rights – 5/4/16 Page 2