Patricia L. Anderson, Ph.D.
CT State Department of Education
Bureau of Special Education
860-713-6923
patricia.anderson@ct.gov

Transition Planning assists a student and
his/her family in “creating a vision” of what
life will look like in the future –
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Postsecondary Education or Training
Employment
Independent Living /Community Participation
“What do you want to be when you grow up?”
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Family involvement
Social skills
Integration/LRE
Independence/Responsibility
Interests/Preferences
Futures planning/Goal-setting
Community-based instruction/activities
Community service/volunteer work
Paid work experience
Interagency collaboration
Vocational training
Adapted from Best Practices in Transition by Paula Kohler
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Coordinated set of activities
Result-oriented process
Improve academic AND functional
achievement
Movement from school to post-school
Activities (integrated and inclusive)
Based on needs, including strengths,
preferences and interests
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Required by IDEA 2004
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A 6-year plan describing the State’s
performance on 20 indicators
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14 indicators required for compliance
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Reports progress through the Annual
Progress Report (APR)
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Indicator #13 –
Percent of youth with IEPs aged 16 and
above with an IEP that includes
appropriate, measurable, postsecondary
goals that are annually updated and based
upon an age-appropriate transition
assessment, transition services, including
courses of study, that will reasonably enable
the student to meet those postsecondary
goals, and annual IEP goals related to the
student’s transition services needs.

Indicator #13 – (continued)
There also must be evidence that the student
was invited to the IEP Team meeting where
transition services are to be discussed and
evidence that, if appropriate, a
representative of any participating agency
was invited to the IEP Team meeting with
the prior consent of the parent or student
who has reached the age of majority.
(20 U.S.C. 1416(a)(3)(B))
 Transition
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Services –
§300.320(b)
Beginning not later than the first IEP to be in
effect when the child turns 16, or younger
Updated annually, thereafter
IEP must include –
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Appropriate measurable postsecondary goals based
upon age-appropriate transition assessments
Related to postsecondary education or training,
employment, and if appropriate, independent living
skills (OSEP, 2007)
Transition services (including courses of study) needed
to assist child in reaching postsecondary goals

Special Education is an “entitlement”
program
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Adult services are “eligibility”
programs
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The capacity of the adult systems
cannot and do not match the services
and supports that students receive
under IDEA
Individuals with
Disabilities Education
Act – IDEA
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Free and appropriate
education
Serves all students
with disabilities
Program modifications
IEP
Parent involvement
Americans with
Disabilities Act – ADA
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Civil rights legislation
Serves qualified
students with
disabilities
Accommodations
determined by
documentation
Student self-advocates
Ensures access – not
success
An ongoing process of gathering
information that will help students,
educators, and family members make
informed decisions about life, during and
after high school . . . specifically in the
areas of college, training, employment
and independent living.
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Promotes the participation of students and
parents in the IEP meeting process.
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Ensures that a student’s interests and
preferences are considered when the IEP
Team is planning his/her program.

Must document how student’s input was
obtained in planning his/her educational
program if did not attend the IEP meeting.
 How do you know what PSOGS or annual goals
to write in an IEP?
 What is recorded on Page 6 of the IEP, #3?
 What is recorded on pages 4 & 5 of the IEP –
Present Levels of Performance?
 What do you do with the information on pages
4 & 5?
 Every
IEP that is written for a student who will
turn 16 during the course of the school year
MUST include transition planning (i.e., PostSchool Outcome Goal Statements –PSOGSs;
annual goals & related objectives; and transition
services).
 The
“transition planning” box in the “Reason for
Meeting” section of page 1 of the IEP should be
checked in addition to any other appropriate
reasons when holding a Planning and Placement
Team (PPT) meeting to discuss transition goals
and objectives.
PLANNING AND PLACEMENT TEAM (PPT) COVER PAGE
Current Enrolled School:
Home School:
School Next Year:
Connecticut Children's Place
Yes
No
Home School:
Specify:
Yes
ID#:
No
Specify:
H.S. Credits:
Am Ind. Or Alask. Nat
Gender:
Asian / Pacif. Is.
Black or Af. Am
Female
White
James Finn (Education)
Parent/Guardian (Name):
Same
Yes
No
English
Other: (specify)
Home Dominant Lang:
English
Other: (specify)
Parent Home Phone:
Surrogate:
Parent Work Phone:
Misc. Phone:
(Name and Address):
Most Recent Eval. Date:
Next Reevaluation Date:
mm/dd/yyyy
Reason for
Primary
Disability:
mm/dd/yyyy
Review Referral
Plan Eval/Reeval
Review Eval/Reeval
Determine Eligibility
Develop IEP
Review or Revise IEP
Conduct Annual Review
Transition Planning
Manifestation Determination
Other: (specify)
Autism
Emotional Disturbance
Multiple Disabilities
Speech or Language Impaired
Other Health Impairment
Deaf – Blindness
Hearing Impairment
Orthopedic Impairment
Traumatic Brain Injury
OHI – ADD/ADHD
Developmental Delay (ages 3-5 only)
Intellectual Disability
Specific Learning Disabilities
Visual Impairment
To be determined
The next projected PPT meeting date is:

Eligible as a student in need of Special Education (The child is evaluated as having a disability, and needs special education and related services)

Is this an amendment to a current IEP?
If yes, what is the date of the IEP being amended?
Yes
No
Amendments attached

Yes
Hispanic
NA
Student Instructional Lang:
Student Home Phone:
Meeting2:
Male
If your school district does not have its own high school, is the student attending his/her designated high school?
36 Gardner Street, East Windsor, Connecticut 06088
Parent/Guardian (Address):
Current Grade:
Race/Ethnicity:
Case Manager:
Student Address1:
Age:
Yes
No
Admin/Designee:
Team Member Present (required)
Spec. Educ. Teacher:
OT:
Parent/Guardian:
School Psych:
PT:
Parent/Guardian:
Social Work:
Agency:
Surrogate Parent:
Speech/Lang:
Other: (specify)
Student:
Guidance:
Other: (specify)
Student’s Reg. Ed. Teacher:
Nurse:
Other: (specify)
1 Address
of student’s primary residence.
2 May
choose more than one
No
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Initiates the referral process to any
appropriate adult agency or service, so the
referral is completed prior to exit from
special education
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Ensures that agency personnel that could
provide services and support for a student
once he/she graduates, are part of the
planning process
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Agency participation

IEP Team – §300.321(b)(3)
To the extent appropriate, with the consent of
the parents or a child who has reached the
age of majority, . . . When considering
postsecondary goals for the child and the transition
services needed to assist the child in reaching those
goals . . ., the public agency must invite a
representative of any participating agency that is
likely to be responsible for providing or paying for
transition services.
 Item
4 – evidence that PPT has considered
whether a representative of an outside agency/
service is appropriate to be invited to participate
in the transition planning process
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postsecondary education
vocational education
integrated employment [including supported
employment]
adult services
independent living/community participation
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No, not appropriate to invite a representative
from an outside agency;
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No, written consent to invite a
representative was not provided - (inviting
an outside agency may be appropriate but written
consent was not granted); or
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No, no outside agency was invited. (This was
not done by the district.)

A Post-School Outcome Goal Statement is
“generally understood to refer to those goals
that a child hopes to achieve after leaving
secondary school” (IDEA 2004 Part B Regulations,
§300.320(b), discussion of Final Rule p. 46,668)

A Post-School Outcome Goal Statement is NOT
the process of pursuing or moving toward a
desired outcome.
National Secondary Transition Technical
Assistance Center: http://www.nsttac.org/

Non-Examples:
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After high school, Jodi will explore taking
classes at the local community college.
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The fall after graduation from high school,
Allison plans to enroll in a four-year
university in the Southeast.
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Marianne will complete all academic
coursework in preparation for going to a
four-year college.
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Non-Examples:
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Alejandro wants to work as a welder.
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Vanessa will work with the vocational
rehabilitation services to ensure competitive
employment.
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Upon completion of high school, Kevin will
express his preferences related to his
postsecondary employment options, given
picture symbols on an augmentative
communication device.
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Upon completion of high school, Ted will
enroll in the general Associates Degree
program at the local community college in
September of 2010.
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Participation in postsecondary education is the focus of
this post-school outcome goal statement.
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Enrollment at a community college can be observed, as in
Ted enrolls in courses or he does not.
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Enrollment at a community college occurs
after graduation.
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The fall after high school, Juanita will
enroll in courses (non-degree) at the local
community college.
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Participation in postsecondary education is the
focus of this post-school outcome goal
statement.
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Enrollment in courses (or not) can be observed.
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The goal will occur after Juanita leaves high
school.
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Carol will independently attend culinary
training at the XYZ Center after exiting
from high school, so that she can obtain
entry level employment within the food
services industry.
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Participation in training, employment, and
independent living skills are part of this post-school
outcome goal statement.
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Enrollment in the culinary training program and
entry level employment in food services job can be
observed.
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Participation in the training will occur after exiting
from high school.
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Upon completion of high school, Joan will
work independently in a competitive
employment setting in the clerical field.
 Employment and independent living skills are the
focus of this post-school outcome goal statement.
 Employment in a competitive clerical position can be
observed.
 It is stated that this goal will occur upon completion
from high school.
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After finishing high school Alex will increase
his work hours in the business department of
a local office supply store, contacting XYZ
Agency for employment support services.
 Participation in employment is the focus of this postschool outcome goal statement.
 Increasing work hours is measurable.
 The expectation, or behavior, is explicit, as in Alex
continues employment and accesses adult agency services
(or not).
 It is stated in this goal that increased employment and use
of adult services will occur after Alex leaves high school.
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After high school, Jeremy will improve his
social, self-advocacy, and self-care skills
by attending instruction at a center-based
adult day program.
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Training and independent living skills are the focus of
this post-school outcome goal statement.
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Improving the skills noted is an explicit outcome for
Jeremy.
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Improving skills and attending the program are
observable goals that will occur after Jeremy leaves
high school.
 After graduation, Rolanda will live at home and participate to
the maximum extent possible in her daily routines (e.g.,
feeding, dressing, bathing, activating small appliances/media
devices, choice making) and environment through the use of
technology.
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Post-school outcome goal statement is focused on
independent living (residential, self-care, community
participation, communication skills).
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Goal is stated in an explicit manner that can be observed
(i.e., “will live”, “participate.”)
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The post-school outcome goal statement identifies
outcomes for Rolanda after high school, not activities or
processes toward outcomes.
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Upon completion of high school, Mason
will obtain competitive employment in a
field of his choice.
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Participation in employment is the focus of
this goal.
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Employment in a competitive job can be
observed and measured.
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This goal will occur after completion of high
school.
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After graduation from high school, Shelia
will participate in training that is required
for her to obtain competitive employment
in the field of her choice.
 Participation in training and employment is the focus
of this goal.
 Employment in a competitive job and participation in
training can be observed and measured.
 This goal will occur after completion of high school.
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Chris will attend a postsecondary
education program after high school in
preparation for obtaining competitive
employment.
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Participation in postsecondary education and
employment is the focus of this goal.
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Employment in a competitive job and participation in
a postsecondary education program can be observed
and measured.
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This goal will occur after completion of high school.
 For
each Post-School Outcome Goal
Statement, there must be an Annual
Goal(s) and Objectives included in the IEP
that will help the student make progress
towards the stated postsecondary goal(s).
Employment
Does the student’s IEP include consideration of:
___ Enrollment in the highest level of academic coursework to ensure students are gaining the skills to
advance to the best career opportunities;
___ Supporting and enhancing the skills required to be successful in a variety of employment settings
through school curricula;
___ Enrollment in coursework to enhance skill development in technologies (business, computers);
___ Sequencing of employment curricula from career awareness to career exploration to specific skills
training that matches interests and preferences;
___ Movement of career training experiences from in-school to community-based settings;
___ Exposure to appropriate workplace behaviors (task persistence, punctuality, effective
communication);
___ Workplace accommodations, if appropriate;
___ Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and
share information with others;
___ Development of employment goals and objectives that includes student/family input;
___ Development of social skills;
___ Linkages to state agencies/community resources, if appropriate;
___ Utilization of Assistive Technology, if appropriate.
 Professional
Transition
Bureau
Development & Resources:
Assessment and the IEP – SERC
of Special Education Web site:
PPT – Writing Transition Goals and Objectives – PSOGS
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730#publications
 Topic
Brief - Post-School Outcome Goal Statements:
Frequently Asked Questions
http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730#Briefs
 Additional
Issues
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Transition planning should be a “student-driven” process.
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Transition assessment and career planning for a student
with an IEP must include activities and services that go
beyond what any student would receive through general
education (e.g., career interest inventory or college
selection information provided via school counselor or
career center).

TWNDP - For students 18+ receiving transition/
vocational services most appropriate to NOT be in HS
building.
 Additional Issues
 In some LEAs that do not have a dedicated high
school, students might need transition planning in
middle school to assist with the decision about which
school to attend, including the option of a technical
high school.
 Transition assessment and career planning for a
student with an IEP must include activities and
services that go beyond what any student
would receive through general education (e.g.,
career interest inventory or college selection
information provided via school counselor or career
center).
 Additional Issues
 # 7. At least one year prior to reaching the age of
18, the student must be informed of her/his rights
under IDEA which will transfer at age 18.
 NA (Student will not be 17 within one year)
 The student has been informed of her/his rights
under IDEA which will transfer at age 18
 No IDEA rights will transfer
 Explore options with family and student
 Written statement for continued parental
involvement
 Power of Attorney (full or limited) - Attorney
 Guardianship/Conservatorship – Probate Court
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New SDE/SERC Publications:
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Directory of Transition Services in College, University
and Community-Based Settings
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Directory of Transition/Vocational Service Providers
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Building a Bridge (also in Spanish)
Transition Services Survey Summary Report
CT DCDT Chapter – NEW!
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Council of Exceptional Children (CEC) – Division of
Career Development and Transition

Percent of youth who are no longer in
secondary school, had IEPs in effect at the
time they left school and were (within one
year of leaving high school):
Enrolled in higher education;
 Enrolled in HE or competitively employed;
 Enrolled in HE, or in some type of
postsecondary
education or training program, or competitively
employed or in some other employment.
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Preparation for college
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Transition services during a “bridge” or “fifth”
year
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Up-to-date preparation skills for competitive
employment
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Access to assistive technology for ALL students to
transition to college and/or work
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Post-School Outcome Goal Statements for
students in “unique” circumstances
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Help students to understand how their disability
impacts them in school, work and social settings
Help students to learn how to use a range of
accommodations, effective learning strategies,
and assistive technology
Expose students to a range of opportunities
beyond high school
Involve students in their IEP meetings
Foster independent decision-making and selfadvocacy skills
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Set realistic goals
Encourage gradual independence
Gather information about transition issues
Become familiar with adult service systems
Build self-esteem
Encourage social integration
Encourage self-advocacy
Provide real experiences
Encourage good grooming and work habits
Foster acceptance of constructive criticism
Encourage independent living skills
Plan for “letting go”

Bureau of Rehabilitation Services (BRS)
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Assists persons with physical or mental
disabilities to prepare for, find or keep a job
Disability must result in a substantial
impediment to employment
Must be able to be competitively employed
“Order of Selection” when resources are limited
Individuals with severe disabilities have serious
limitations in one or more functional areas

Bureau of Rehabilitation Services
(BRS)
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Time-limited services
Collaboration with districts with eligible
students as young as age 14
Six transition counselors “embedded” in
urban districts: Bridgeport, Hartford,
New Britain, New Haven, New London,
and Stamford/Norwalk
BRS Transition Committee

Department of Developmental Services
(DDS)
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Intellectual and adaptive difficulties present
and occurred before the age of 18
IQ of 69 or lower
Adaptive behavior test
Required to apply for Medicaid/Title 19 and
Social Security entitlements
Life-long support as needed

Department of Developmental Services
(DDS)
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Assist in the preparation for transition by
identifying the student’s projected level of
support regarding vocational/day needs –
NOTIFY as EARLY as possible
Students who have graduated or exited special
education services
Funding via fiscal year (July – June)
Collaboration with BRS

Board of Education and Services for the
Blind (BESB)

Comprehensive range of services for children who
are legally blind or visually impaired; adults who
are legally blind
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Braille instruction,
Independent living and social development
training,
Provision of adaptive technology and textbooks,
Transition from school to work services,
Mentoring programs, and
Consultation services to local school districts.

Department of Mental Health and
Addiction Services (DMHAS) – Young
Adult Services (YAS)
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Ages 18 – 25 (may be referred at 16)
Chronic and serious mental health illness
Be medically indigent
Priority given to DCF clients
Services:
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Housing supports
Clinical supports for mental health issues
Skill building and vocational supports
Fosters independence
“There are no secrets to
success. It is a result of
preparation, hard work,
and learning from
failure.”
Colin Powell
“Give a man a fish
and he will eat
for a day;
Teach him how to fish
and he will eat for a lifetime.”
Chinese Proverb