Transition Planning: Creating a Vision for the Future

Transition
Planning:
Creating
aVision for the
Future

Transition/Vocational Assessment
Comprehensive, age-appropriate vocational and transition assessments inform the
development of the Individualized Education Program (IEP) and guide transition planning for
students with disabilities. This process incorporates parent interviews, staff consultations, file
reviews, student interviews, formal and informal assessments (i.e. interests, abilities, values), and
situational assessments, as appropriate.
SSP/IEPs
Aligning Student Success Plans (SSPs) and Individualized Education Programs (IEPs), and 504
plans and Individualized Healthcare Plans (IHPs), requires careful consideration to ensure
the privacy and confidentiality of these legal documents while simultaneously maximizing
opportunities for students with disabilities. These opportunities include being integrated
into advisory programs and into the SSP process, and opportunities to achieve post-school
outcomes. Guidance is available regarding protecting students’ rights, ensuring successful
transitions, college and career readiness, and quality SSPs aligned with IEPs.
Transition Activities & Common Core State Standards
CREC offers assistance with linking proficiency within the Common Core State Standards for
English language arts and mathematics to transition-focused activities. Activities focused on
transition-related skills such as self-advocacy, self-management, knowledge of career options,
and job-specific skills are connected to specific standards within the Common Core State
Standards.
Futures Planning
Making Action Plans (MAPS) and Planning Alternative Tomorrows with Hope (PATH) are effective
tools in the transition planning process. These student-focused, futures planning sessions increase
communication between families and school staff, inform the IEP, and create a vision and
action plan for the future. CREC offers staff to plan and facilitate MAPS & PATH sessions and other
futures planning models.
Establishing/Evaluating Transition and Community-Based Services
CREC’s transition staff can provide technical assistance to support new programming (i.e.
18-21 year old programs) or to evaluate and improve an existing transition program model or
community-based services in your district.
Developing Partnerships for Work-Based Learning
Establishing school-business partners is a critical step towards generating work-based learning
opportunities for students. CREC can assist with fostering lasting relationships with community
businesses, organizations, and agencies for the benefit of your students in transition.
Job Coach Training
In order to support districts in preparing paraprofessionals to meet increased demands and
certification requirements, CREC offers COMPASS, a comprehensive job-embedded professional
development curriculum, aligned with National Paraprofessional Standards and developed
specifically for paraprofessionals. Customized training programs are also available.
Self-Advocacy & Self-Determination Programs
Fostering self-advocacy and self-determination skills is an important component of transition
planning. Self-determination assessments help determine a student’s aptitude and opportunity
for specific components of self-determination such as goal-setting, problem solving, selfadvocacy,
self-evaluation, persistence, and self-confidence, and also provide direction with
targeting goals and objectives on IEPs. CREC can assist staff to foster these skills in your students.

Legal Compliance with CT Department of Labor
Provision of work-based experiences through partnerships with community employers requires
knowledge of, and compliance with, the Fair Labor Standards Act and provisions related to
unpaid work experience for students with disabilities. CREC staff are available to help you ensure
your work-based learning experiences meet these regulations.
Assistive Technology & Transition
The Individuals with Disabilities Education Act (IDEA) mandates the provision of assistive
technology services and transition services for students with disabilities. Integrating assistive
technology into the transition planning process can facilitate transition assessment and data
collection while fostering independence and self-determination for students with disabilities.
Consultation, training, and technical assistance is available for integrating assistive technology
into various models of transition service delivery.
Navigating the Adult Service System
As students with disabilities transition from high school, they move from a system of entitlement
under the Individuals with Disabilities Education Act (IDEA) to eligibility for services under the
Americans with Disabilities Act (ADA). Consultation, training, and technical assistance is available
for developing effective partnerships with state and local adult service agencies to facilitate this
transition.
Student Consultation and Technical Assistance
CREC’s transition staff provide individualized consultation and technical assistance to Local
Education Agencies (LEA)s with regard to transition-aged youth. These services include, but are
not limited to, assessment, job placement, post-secondary planning, family supports, behavioral
supports, and strategies for successful transition to the real world.
Contact Information:
Rose McGurkin-Fuhr
Transition Resource Counselor
CREC
111 Charter Oak Avenue
Hartford, CT 06106
860-990-1088
rmcgurkinfuhr@crec.org
Elizabeth Battaglia, Ed.D.
Education Specialist
CREC
111 Charter Oak Avenue
Hartford, CT 06106
203-668-2074
ebattaglia@crec.org
CREC does not discriminate on the basis of race, color, ethnicity, national origin, religion, gender,
disability, sexual orientation, marital status or genetic information.