Access the Procedural Safeguards in Special Education here. This document outlines rights and responsibilities of the PPT.
The PPT Process Click here for a one-page document outlining the PPT process and how to make the most of each meeting.
Meetings
Referral PPT: At this meeting, the PPT convenes to discuss the referral to special education made by either the parents of the school. If it is determined that an evaluation is needed, those will be planned at this time.
Eligibility PPT: After evaluations have been completed, the PPT convenes to discuss if the student is eligible for special education under one of the 13 classifications. If the student is eligible, the school based team proposes IEP goals and objectives as well as services in each area needed.
Annual Review: Annually, or more often if necessary, the IEP team shall meet to review and revise the IEP. At this meeting, you will receive information regarding your child's progress on their current IEP, proposed goals and objectives for the following year, and any change in services proposed for the following school year.
Triennial Review: (Reevaluation and often includes and Annual review) The triennial review occurs at least every three years. The purpose of a reevaluation is to determine:
The educational needs of your child and whether the child continues to be a child with a disability
The present levels of academic achievement and related developmental needs of your child
Whether your child continues to need special education and related services
Whether your child’s IEP needs to be modified.
Commonly Used Terms
Individualized Education Program (IEP): A written education program for a child with a disability that is developed by a team of professionals (administrators, teachers, therapists, etc.) and the child’s parents; it is reviewed and updated at least yearly and describes the child’s present performance, what the child’s learning needs are, what services the child will need, when and for how long, and identifies who will provide the services.
Least Restrictive Environment (LRE): A child with a disability must, to the maximum extent appropriate, be educated with children who are nondisabled in the general education class in the school that he/she would attend if the child did not have a disability that required special education and related services. A child with a disability should not be removed from the general education setting unless the nature and severity of the child’s disability is such that education in the general class with the use of supplemental aids and services cannot be achieved satisfactorily.
Modifications/Adaptations: Changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the grade level or age appropriate expectations are beyond the student’s level of ability. Modifications may be minimal or very complex depending on the student performance. Modifications must be clearly acknowledged in the IEP.
Planning and Placement Team (PPT): A group of professionals who represent each of the teaching, administrative and pupil personnel staffs and who, with the parents, are equal participants in the decision making process to determine the specific educational needs of the child and develop, review and revise a child’s IEP. A planning and placement team reviews referrals to special education, determines if the child needs to be evaluated, decides what evaluations will be given to the child, and determines whether the child is eligible for special education services.
Prior Written Notice: An explanation why the school district proposes or refuses to take an action. The school must inform parents of any actions proposed or refused by the PPT, a description of other options that the PPT considered, an explanation why those options were rejected including assessment information used to make the decision. All this must be done in writing. In Connecticut, prior written notice is attached to the IEP. The proposed action cannot be implemented until five school days from the date the parents receives the notice.
Accommodations: Teaching supports and services that the student may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum grade levels. Examples include, extra time for assignments or tests, the use of taped textbooks, study carrel, etc.
Extended School Year (ESY): Special education and related services that are provided to a student: in accordance with the student’s individualized education program (IEP); beyond the normal school year; and/or school day and at no cost to parents. The determination of the need for ESY services to a student is determined by the PPT on an individual basis.