Building a Secondary Transition Assessment Toolkit

To write relevant goals supporting successful student outcomes, we need to develop a comprehensive assessment process. During this professional learning session, district teams will define and begin to create a comprehensive secondary transition assessment process by developing a secondary transition assessment toolkit.

This session requires registration by teams of three to five district representatives. It is recommended the team include transition coordinators/specialists, special education teachers (grades 6–12), and other staff responsible for writing transition goals. This will be a full-day in-person session.

Activity Code: 26-20-023

Person-Centered Planning (PCP): MAPS/PATH Train the Trainer

MAPS (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope) are person-centered planning options that bring together the significant people in a student's life to create a plan for an inclusive future in school, community, and life. Participants in this session will be introduced to the steps of each process and develop an understanding of how the information from MAPS/PATH sessions can support the development of the IEP and services provided. In addition, participants will become familiar with MAPS/PATH facilitation skills.

This session requires registration by teams of two to four. Teams should bring hard copies of one student’s transition IEP. Please redact any personal student information.

To keep the training to one day, we ask that you bring your lunch.

Activity Code: 26-20-022

Secondary Transition Planning at the Middle School Level

A new regulation requires middle school special education teachers to begin the transition planning process with their students. That process needs to include transition assessments, postsecondary goals, annual goals and objectives, and the provision of specific transition services needed for each transition-age student.

This is an in-person, full-day session.

Activity Code: 26-20-024

Thursdays:

11/13/25

1/8/26

3/12/26

5/28/26

Click on Date(s) for Registration

All Meetings: 9 – 11 a.m.

Nov. 13: 9 a.m. – 1 p.m.

Connecticut Secondary Transition Community of Practice (CoP)

Mission Statement: The Connecticut Transition Community of Practice (CoP) will bring multiple stakeholders together to collaborate and share ongoing postsecondary transition information, resources, activities, and events in a centralized location that is accessible to all students, families, and statewide transition teams. The resources will assist students, families, and others in making informed decisions to achieve personal success including education, meaningful employment, self-sufficiency, and community access and involvement.

Registration flyers will be sent out on Canvas to the CoP membership list one month prior to the meeting, detailing the topic & presenters for each session.

All Meetings Except Nov. 13 will be virtual meetings held from 9 – 11 a.m.

November 13 will be in-person from 9 a.m. – 1 p.m.

Activity Codes: 26-20-016, 26-20-017, 26-20-018, 26-20-019

Online Event(s)

Nov. 13 will be an In-Person Event

Goodwin College Auditorium
1 Riverside Dr., East Hartford

Person-Centered Planning: Introduction to Charting the LifeCourse

Person-Centered Planning (PCP) is a set of approaches to life-planning based on what a person considers most important. In an education setting, PCP involves specifying the opportunities, accommodations, and assistance that will give a student with disabilities the best chance of experiencing what is most important.

Participants in this learning session will become familiar with the LifeCourse tools and learn how to use them to support the development of the individualized education program (IEP) and support Transition Planning.

Person-Centered Planning (PCP): Implementation of LifeCourse

This interactive, hands-on session will take a deeper dive into Charting the LifeCourse. Participants in this session will develop an understanding for the various ways to utilize Charting the LifeCourse to support student outcomes and engage families; develop individualized meaningful transition experiences and services that remain relevant to, and reflective of, the student/family's social, cultural, and linguistic backgrounds; and promote self-determination and self-advocacy to ensure the development of student voice.

To participate in this session, you must have attended "Person-Centered Planning: Introduction to Charting the LifeCourse."

To enhance participation and skill development with the LifeCourse tools, you will need to complete some of the tools with one of your transition-age students prior to attending the session.