The Individualized Education Plan (IEP)

Your Child’s Individualized Education Program (IEP)

The Individualized Education Program (IEP) is the foundation of a student's special education services. It’s a written plan developed by a team—including parents—that outlines the supports, goals, and services needed to help a student with a disability succeed.

At Westport Public Schools, we follow both federal and Connecticut state laws to ensure that each eligible student receives a Free Appropriate Public Education (FAPE) through a carefully crafted IEP.

What Is the IEP and Who Creates It?

The IEP is created, reviewed, and updated by the Planning and Placement Team (PPT) at least once per year.
An IEP must be in place at the beginning of every school year for each student receiving special education.
Connecticut requires that all districts use the state-developed IEP document, which guides how information is organized and presented.

Key Components of the IEP

Each student’s IEP includes multiple sections that cover every area of need. Here are the highlights:

Present Levels of Performance (PLAAFP)
Describes your child’s current strengths, abilities, and challenges. It helps define the need for specialized instruction and informs goals and supports.
Parent and Student Input
Your insights and concerns are always considered when developing or revising the IEP.
Annual Goals & Objectives
Clear, measurable goals help track your child’s progress throughout the year. All students must have short-term objectives tied to these goals.
Transition Planning
Starting at age 15 (or 14 for students with autism), the IEP includes a plan for life after high school—such as college, work, or independent living.
Accommodations & Modifications
Changes to how your child learns or shows their learning—such as extra time on tests or modified assignments—are included, as well as supports for staff.
Testing Supports
Any accommodations your child needs during state or district testing are documented here.
Services & Placement
Includes special education services, related services (e.g., speech, OT), and regular education involvement. The IEP clearly outlines when, where, and how services will be delivered.
Progress Reporting & Exit Criteria
The IEP includes how and when parents will be informed of progress and any criteria for exiting services.

Transportation Services

If your child needs special transportation due to their disability:

The PPT will determine whether regular transportation is appropriate or if specialized transportation is needed.
Transportation will follow guidelines regarding travel time (no more than one hour each way without written parental consent), vehicle safety, and the use of aides if necessary.
If parents are asked to transport their child, the District will reimburse mileage. However, parents are never required to provide transportation unless they choose to.

Assistive Technology (AT)

If your child needs technology to access learning—such as communication devices or specialized software—it will be included in the IEP.

The PPT will consider all environments where the device is needed (school, home, job sites).
The IEP will document AT as part of special education, related services, or supplementary aids.
The District follows the Connecticut Guidelines for AT to help identify the right tools.

Accessible Educational Materials (AEM)

Students who are blind, have visual impairments, or print-related disabilities can receive materials in accessible formats (e.g., braille, large print, digital).

The District works with providers like Bookshare, Learning Ally, and the Board of Education Services for the Blind (BESB).
Textbooks and instructional materials are ordered in specialized formats at the same time as general education materials to ensure timely access.

Student Data Privacy & Educational Technology

When assistive technology or online services are needed as part of a student’s IEP:

The District may use them even if typical privacy agreements cannot be signed—but only when the technology is unique and necessary.
In such cases, the parent and PPT must sign a form acknowledging the safeguards in place, and the District must report use to the Connecticut Commission for Educational Technology.

Extended School Year (ESY) Services

Some students may need services during summer or outside of regular school hours to maintain skills or prevent regression.

The PPT will determine if ESY services are needed to provide FAPE.
Services will be offered in the least restrictive environment appropriate for your child.
Parents will be notified early to allow time for discussion or dispute resolution if needed.

Changing the IEP Without a Meeting

Sometimes, small changes to the IEP can be made without holding a full PPT meeting.

In these cases, parents and the district must both agree in writing using the proper form (ED634).
Parents will receive a revised copy of the IEP once changes are finalized.

Westport Public Schools is committed to building strong partnerships with families to support every student. If you have questions about the IEP process or need help understanding your child’s plan, please contact your school’s special education team.

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