NOTICE: Coronavirus Guidance for School Districts: Per Governor’s executive order, in-school class cancellations remain in effect through the remainder of the 2019-2020 school year.

Emergency Meal Programs: The State Department of Education is authorizing two distinct categories of COVID-19 Emergency Meal Programs in accordance with federal requirements: 1) COVID-19 Emergency Meal Program Limited to Students Attending School in Specific Districts. School districts on this list are only authorized to serve meals to students attending their schools, and any other child age 18 years or younger residing in the same household; 2) COVID-19 Community-wide Emergency Meal Program for Children. Any child age 18 years or younger can receive meal(s) at any meal service and distribution sites in these towns/cities. They do not have to be a resident or attend school in these towns/cities. Check these links often as more locations continue to be added.

Secondary Transition Related Resources

This page contains resources related to secondary transition in the following areas: 

Secondary Transition Planning

Related Resources

Transition Assessment

Defining Transition Assessment

Transition assessment is an ongoing process of gathering information that will help students, educators, and family members make informed decisions about life, during and after high school.

The results in a student’s transition assessment will fuel the development of meaningful goals and objectives on the IEP (Individualized Education Program). Functional literacy and numeracy, basic computer competence and self-advocacy are foundational skills that each student needs to learn.

The purpose of transition assessment is to identify a student’s strengths, preferences, interests, and needs and then assimilate these findings into a rigorous school program complete with realistic postsecondary goals, a challenging course of study, practical real-life community experiences, extra-curricular activities, and paid work, as appropriate, for an individual student. What and how many different transition assessments will be used will vary from student to student. The findings of one assessment, for example, may indicate the need for another assessment in an area that the initial assessment identified. No one size fits all.

One’s preferences and interests also may change over time. Transition assessment will guide a student from self-awareness to career awareness to career exploration and ultimately, to career decision making. At any time along this continuum, a student may discover an interest, previously unexplored, that may lead to a new postsecondary goal. A student may also change his/her mind several times during the high school years when given the opportunity to explore various post-school options.
(Excerpt from CSDE Transition Assessment Resource Manual, 2008)

Related Resources

Post-School Outcome Goal Statements (PSOGS) & Annual IEP Transition Goals & Objectives

CDSE Resources
Related Resources

Self-Advocacy & Self-Determination

Related Resources
Connecticut Resources
Other Resources

Person-Centered Planning           

What is Person-Centered Planning (PCP)?

PCP is “a family of approaches for discovering what is most important to a person and specifying the opportunities, accommodations, and assistance that will give the person the best chance of experiencing what is most important.”
(John O’Brien, Jack Pearpoint, and Lynda Kahn, 2010)

Related Resources
Connecticut Resources
Other Resources

Assistive Technology

CSDE Resources
Related Resources
Connecticut Resources
Other Resources

Other Connecticut State Agencies

Department of Children and Families (DCF)
Department of Developmental Services (DDS)
Department of Labor (DOL)

Student Publications

Department of Mental Health and Addiction Services (DMHAS)
Department of Aging and Disability Services (ADS)

Additional Secondary Transition Resources

General Resources
Postsecondary Training and Education Resources
Employment
Independent Living Skills

The websites and links from this page are for informational purposes only and have not been officially approved or endorsed by the Connecticut State Department of Education.