Start typing a topic to see what we offer

 

CREC offers a variety of school-to-career and school-to-post-secondary education services to support district transition efforts. Expert consultation is available for school program development, integrated community programming services, and for future planning and IEP planning for 18 to 21-year-old students.

Developing and Implementing Secondary Transition Planning 

CREC's transition staff can provide technical assistance to support new programming or to evaluate and improve existing program design and transition service delivery for districts interested in planning a program for 18 to 21-year-old students with disabilities or evaluating an existing transition model or community-based services. 

Conducting Age Appropriate Transition Assessments 

Age appropriate transition assessments are tools that help students identify their strengths, interests, skills, and/or knowledge needed to reach their goals for life after high school. The results of age appropriate transition assessments form the foundation of the student’s transition plan and should begin well before the IEP team meeting. Because adolescents are often unsure of their plans, transition assessments should be an ongoing process. Assessment data serves as the common thread in the transition process and guides the development of the IEP. The transition assessment process will allow teams to effectively plan for a student’s needs at any age as they move from elementary to middle school, from middle school to high school, or from high school into college or the workforce.   

Providing Community-Based Work Assessments 

CREC provides technical assistance for schools to create and expand community-based work experience programs. CREC assists school districts in ensuring that programs are aligned with the Fair Labor Standards Act. Additionally, CREC supports the completion of work evaluations, situational assessments, and functional vocational evaluations. 

Create Comprehensive Transition IEP's 

Aligning the CT Core Transition Skills, Common Core State Standards, and Individualized Education Programs (IEP) requires careful consideration to ensure the privacy and confidentiality of these legal documents while simultaneously maximizing opportunities for students with disabilities. CREC can assist with developing an IEP that will comply with indicator 13 and help the student develop their skills to transition to adulthood successfully.

Collaboration with Families on Adult Agencies and Providers 

Students with disabilities transition from high school and transition from entitlement (IDEA) to one of eligibility for services (ADA). Consultation and technical assistance are available for developing effective connections with state and local adult service agencies. CREC can assist with linking students with disabilities to the appropriate state agency or provider for adult services. Individuals with disabilities must be linked to adult services before leaving the local school districts. CREC can assist in making those connections. 

Facilitating Futures Planning 

Futures planning is a collaborative approach that provides opportunities to view a person's future positively. This training teaches participants to prepare and facilitate futures planning sessions that assist parents, school personnel, and other interested parties in developing positive futures plans.  CREC can facilitate a futures planning meeting using the MAPs, PATH, and Charting the LifeCourse materials.  

Link CT Core Transition Standards with CCSS 

CERC can support districts in linking proficiency within the Common Core State Standards for English Language Arts (ELA) and Mathematics to transition-focused activities aligned to the CT Core Transition Standards. Activities focused on transition-related skills (e.g., self-advocacy, self-management, knowledge of career options, job-specific skills) connected to specific ELA and Math Standards from the Common Core State Standards. 

Situational Work Assessments 

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, etc.), and situational assessments. A situational assessment is when a student is observed in multiple worksites (school and/or community-based) to evaluate vocational skills in areas such as strength, endurance, and ability to adapt to change. Assessments are individualized for the specific needs of the student. 

Establish Community Based Transition Programs 

CREC can work with districts to establish a regional community-based transition program for individuals with disabilities. CREC has established a highly successful regional community-based transition program for Guilford, Madison, and Clinton Public Schools. We can assist with the planning and development of this type of program in all CT areas.

Job Coach Training 

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. Paraeducator professional development and customized training programs are also offered in person and online. 

Transition Resource Counselor Services 

CREC provides individualized consultation and technical assistance for Local Education Agency (LEA)s about transition-aged youth. The services include but are not limited to, assessment, IEP development, transition activities, futures planning, development of community-based transition programs, and self-advocacy/self-determination programs. 

©2023 Capitol Region Education Council
111 Charter Oak Avenue, Hartford, CT 06106   •  
(860) 247-CREC