Transition Services

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What are Transition Services?

Transition services are a coordinated, sequential set of activities that will help prepare special education students for post-secondary education and/or training that will lead to employment. Students who receive special education services should have transition services included as part of their IEP when they turn 14. Changes to Statutory Transition Services Requirements Effective July 1, 2021

Transition Services should reflect the individual student’s:

Strengths
Preferences
Interests
Needs

A career path should be developed that will prepare the student for post-secondary education and/or training that will lead the student to employment in which s/he can be successful, given her/his strengths and the employment opportunities available.

What is Transition Planning?

Transition Planning better prepares students receiving services under IDEA to meet their post-school goals and make a successful transition from secondary education to adult life. The Connecticut State Department of Education mandated the Connecticut Core Transition Skills Standards; these standards provide teachers, students, and families with a clear understanding of what a student should know and be able to achieve to the best of their ability. These skills are identified and addressed through the students Individualized Education Plan (IEP) and reviewed, discussed and modified as necessary at the annual Planning and Placement Team (PPT) meeting.

*Suggested sequence of Transitions skills. Subject to change according to student IEP

*Freshman - CT Core Transition Standards Addressed

Standard E: Attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting.
Standard B: Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goal-setting, communication and self-advocacy.
Standard I: Demonstrate appropriate social interaction and skills to develop and maintain meaningful relationships.
Standard C: Strengthen the student’s self-esteem and social-emotional awareness by analyzing the student’s strengths and challenges in order to implement personal/vocational goals.

*Sophomore - CT Core Transition Standards Addressed

Standard A: Explain the student’s disability, including individual strengths, needs, preferences and interests.
Standard P: Demonstrate the ability to use technology to enhance employment, learning, and community involvement.
Standard H: Demonstrate and accept responsibility for student’s independence and activities of daily living.
Standard G: Describe the student’s rights and responsibilities under Disability Legislation (e.g., IDEA, 504, ADA)

*Juniors - CT Core Transition Standards Addressed

Standard D: Assist with the development of the student’s Individualized Education Program (IEP).
Standard M: Demonstrate skills to access appropriate employment to meet his/her individual needs.
Standard F: Demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion and behavior of others.
Standard L: Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet the student’s individual needs.

*Seniors - CT Core Transition Standards Addressed

Standard E: Attend, participate in and/or facilitate the student’s Planning and Placement Team (PPT) meeting.
Standard O: Demonstrate skills needed to access appropriate transportation (both public and private).
Standard N: Identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings.
Standard J: Demonstrate skills to access appropriate physical and mental healthcare resources to meet the student’s individual needs.
Standard K: Demonstrate skills to access community resources and participate in the community by establishing support networks.

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