Seymour Public Schools Transitional 18-22 Program

 

We are proud to offer a comprehensive program designed to support students with special needs during their high school years (ages 14–18) and beyond (ages 18–22). Our mission is to equip students with the skills, confidence, and resources they need to successfully transition into adult life—whether that path leads to further education, meaningful employment, or independent living.

At Seymour High School, we believe that every student has the potential to achieve their goals and thrive as an adult. Our program provides a supportive, inclusive environment where students can build essential life and career skills while developing the confidence to succeed in their future endeavors.

Recognizing that each student is unique, we take a personalized approach to every educational plan. Working collaboratively with each student’s Individualized Education Program (IEP) team, we develop customized transition plans that reflect their individual strengths, needs, and aspirations. Through this individualized support, students are empowered to grow, set goals, and pursue their personal vision for adulthood.

Our dedicated staff is committed to helping every student reach their full potential. With expert guidance, targeted instruction, and ongoing support, we strive to ensure that all students can successfully navigate the transition from school to adult life.

The Seymour High School Transition Education Program is guided by the framework established by the State of Connecticut. Our Transition Coordinator collaborates with teachers, service providers, and community partners to deliver comprehensive and coordinated support for our students.

It is important to note that the Planning and Placement Team (PPT) plays a central role in determining which services are appropriate for students who qualify for special education beyond graduation. These services are designed to facilitate a smooth and successful transition into adult life.

The following information outlines the legal requirements for transition planning and services, as well as highlights of our current program. Please note that the program is reviewed and refined annually to meet the evolving needs of our students. The options presented are intended as a reference rather than an exhaustive list of opportunities.

We remain deeply committed to providing individualized, high-quality transition support to all students at Seymour High School. Our goal is to continue adapting and enhancing our program to meet the diverse and growing needs of our students and their families.

 

Connecticut State Resources:

1. Building a Bridge
2. CONNECTICUT’S TRANSITION TRAINING MANUAL and RESOURCE DIRECTORY
3. CT Core Transition Skills
4. Transition Bill of Rights: For Parents of Students Receiving Special Education Services

 

What are Transition Services?

Special Education Law Individuals with Disabilities Act (IDEA) Sec. 300.43 Definition of Transition Services (a) Transition services means a coordinated set of activities for a child with a disability that— (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes— (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. 300.347 (b) Content of Individualized Education Program - Transition Services – The IEP must include: 1. For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced placement courses or a vocational education program); and 2. For each student beginning at age 16 (or younger, if determined appropriate by the IEP team) a statement of needed transition services for the student, including, if appropriate, a statement of each public agency's and each participating agency's responsibilities or linkages, or both, before the student leaves the school setting. 300.344 IEP Team (b) Transition services participants 1. The public agency shall invite a student with a disability of any age to attend his or her IEP meeting if a purpose of the meeting will be the consideration of: (i) The student’s transition services needs under 300.347 (b) (1); (ii) The needed transition services for the student under 300.347 (b) (2); or (iii) both. 2. If the student does not attend, the public agency shall take other steps to ensure that the student's preferences and interests are considered; and 3. If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain the participation of the other agency in the planning of any transition services. 300.345 Parent Participation (b) (2) For a student with a disability beginning at age 14, or younger, if appropriate, the notice must also: (i) Indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student required in 300.347 (b) (1) (ii) Indicate that the agency will invite the student; and 9 (b) (3) For a student with a disability beginning at age 16 or younger, if appropriate, the notice must also: (i) Indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student required in 300.347 (b) (2) (ii) Indicate that the agency will invite the student; and (iii) Identify any other agency that will be invited to send a representative Note: Since the statement of transition services is part of the IEP, the PPT must reconsider its determination at least annually.

 

Secondary Transition - Planning from School to Adult Life Pursuant to Section 300.1, one of the purposes of the Individuals with Disabilities Education Act (IDEA, 2004) is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA Eligibility Pursuant to Public Act 23-137, which amends subsection (b) of Section 10-76d of the Connecticut General Statutes (CGS), effective July 1, 2023, all students remain eligible for special education services under the IDEA through the end of the school year during which the student turns age 22, or until the student graduates from high school with a regular high school diploma, whichever occurs first. Pursuant to CGS § 10-259, the school year is defined as July 1 through June 30. Transition Services Requirements Pursuant to state statute, effective July 1, 2021, transition services are required for each child requiring special education beginning not later than the first individualized education program (IEP) to be in effect when such child turns 14 years of age, or younger if determined appropriate by the planning and placement team (PPT), and updated annually thereafter. The IEP shall include (A) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (B) the transition services, including courses of study, needed to assist such child in reaching those goals. Transition Services means a coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; and Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests and includes: instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. PPT Membership for Secondary Transition Services For PPT meetings where a purpose of the meeting is the consideration of the postsecondary goals for the student and the transition services needed to assist the student in reaching those goals, the District will invite the student with a disability, and with the consent of the parents, a representative of any participating agency that is likely to be responsible for providing transition services, to attend the student’s PPT meeting. If the student does not attend the PPT meeting, the District will take other steps to ensure that the child’s preferences and interests are considered.

 

What is Taught During Transition Education?

TRANSITION CURRICULA The content of what students learn is important as they begin to transition to adulthood. Students require instruction in specific skills that are required for becoming productive adults in our society. Following the guidance from the CT State Department of Education Transition Manual, the PPT team must ask the following questions: Is the content of the curriculum relevant to an individual student’s desired post-educational outcomes? Is the content of the curriculum individualized to reflect the goals and specific needs of individual students? Are students learning valued skills that will help them be perceived as competent members of society? Has the content of the curriculum kept up with the ever-changing conditions of the adult world? Are the skills being taught functional and useful to the student? The guidance from the CT State Department of Education dictates that all sound transition programs will contain curricula covering the following areas: career awareness career planning job seeking/keeping skills study skills social skills transportation training recreation/leisure organizational/problem-solving functional mathematics, including budgeting and money skills self-advocacy/self-determination computer skills independent living skills consumer skills

 

The state also advises that the CT CORE Transition Skills should be utilized when developing annual IEP transition goals and related objectives for students.

CT CORE Transition Skills Overview The challenge of secondary transition planning is that it is not possible to develop a one-size fits all curriculum, as transition services need to be tailored to the unique needs, strengths, preferences, and interests of the student. Additional information and resources can be found on the CSDE webpage Secondary Transition – Planning From School to Adult life. To the maximum extent possible, Each Student with a disability will be able to: A. Explain the student’s disability, including individual strengths, needs, preferences, and interests. B. Utilize effective self-determination skills including areas such as choice-making, problem-solving, goal-setting, communication, and self-advocacy. C. Strengthen the student’s self-esteem and social-emotional awareness by analyzing the student’s strengths and challenges in order to implement personal/vocational goals. D. Assist with the development of the student’s individualized education program (IEP). E. Attend, participate in, and/or facilitate the student’s planning and placement team (PPT) meeting. F. Demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion and behavior of others. G. Describe the student’s rights and responsibilities under disability legislation [e.g., Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), Americans with Disabilities Act (ADA)]. H. Demonstrate and accept responsibility for the student’s independence and activities of daily living. I. Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships. J. Demonstrate skills to access appropriate physical and mental healthcare resources to meet the student’s individual needs. K. Demonstrate skills to access community resources and participate in the community by establishing support networks. L. Demonstrate skills to access appropriate postsecondary education, training, or lifelong learning opportunities to meet the student’s individual needs. M. Demonstrate skills to access appropriate employment to meet the student’s individual needs. N. Identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings. O. Demonstrate skills needed to access appropriate transportation (both public and private). P. Demonstrate the ability to use technology to enhance employment, learning, and community involvement. CSDE, SERC, and TTF – CT CORE Transition Skills (October 19, 2020)

 

Life Skills Activities for Secondary Students with Special Needs

Darlene Mannix

These resources help to develop multiple lessons within areas of basic skills that young adults will need in order to be successful in independent living situations. Areas of focus include Telephone Skills, Money Skills, Time Skills, Reading and Writing Skills, Clothing / Dressing, Hygiene, Food / Eating, Community Skills, and Getting Along with Others. These books are used as a teacher resource when developing lessons.

Technology within Transition Services

Technology can be a powerful tool in helping students build and strengthen their life skills. Below are some examples of how technology can be used to support transition services.

Communication: Using a computer or cell phone, individuals can practice communication skills through email, video chat, or social media. They can learn to express themselves clearly, respond appropriately to others, and maintain positive relationships online.

Money management: Apps and online tools can help individuals manage their finances, track their spending, and create a budget. They can learn to make informed financial decisions and build financial literacy.

Time management: Digital calendars, reminders, and to-do lists can help individuals manage their time effectively, prioritize tasks, and meet deadlines.

Health and wellness: Fitness apps, nutrition trackers, and meditation apps can help individuals build healthy habits, manage stress, and maintain overall well-being.

Career exploration: Online resources and assessments can help individuals explore potential careers, identify their strengths and interests, and develop a plan for achieving their goals.

Accessibility: Technology can provide accessibility features, such as screen readers, text-to-speech software, and voice recognition software, which can help individuals with disabilities to participate fully in life skills tasks.

Online Resources that Support Student Learning:

• Blooket
• Desmos
• Edia
• EdPuzzle
• Google
• IXL
• Quizziz

Functional Life Skills Class

The Functional Life Skills Class is an assigned class that meets for 1 period within the high school’s schedule. During this time, students are instructed, utilizing above mentioned curriculum resources on skills that are identified in their IEP. Lessons cover a variety of areas from basic life skills to job-ready skills needed for future employment and post-secondary education & training. These skills are taught in a small group setting with collaboration between the special education and support service personnel. Lessons are differentiated to meet the needs of all learners.

Vocational Trip Experiences

Students require the opportunity to generalize the skills they learn in a classroom environment into the real world. Through our vocational trip experiences, students have the opportunity to practice skills learned in the classroom as well as investigate possible career paths.

Vocational trips offer students a unique opportunity to apply their skills in authentic, real-world settings, beyond the confines of the school building. These experiences can challenge students to step outside their comfort zones, fostering growth and improvement in their transition skills. Furthermore, vocational trips provide valuable assessment opportunities, enabling educators to evaluate students' progress and identify areas for further development.

Vocational trips are a powerful learning experience that complements and enhances the skills learned in the classroom, preparing students for successful transitions into further education, employment, and independent living. During these trips, students can practice a range of skills in various contexts, including:

• Problem-solving: Navigating new environments, handling unexpected situations, and finding solutions to challenges that arise during the trip.
• Communication: Interacting with people in different environments
• Time management: Planning itineraries, following schedules, and managing time effectively to make the most of the trip.
• Career exploration: Gaining hands-on experience in different vocations, networking with professionals, and discovering new career paths.
• Independence: Gaining confidence in navigating new environments, managing finances, and making decisions independently.
• Teamwork: Collaborating with peers, sharing responsibilities, and contributing to the success of the trip.
• Leadership: Taking initiative, leading group activities, and motivating others to achieve common goals.
• Safety: Pedestrian safety, awareness of surrondings, keeping money an phone secure, avoiding oversharing with the public, keeping emergency contact lists available, knowing health precautions including food allergies.
• Application of learned life skill content: budgeting, health & wellness, people in the community, community signs, navigating maps, functional reading, functional writing, functional math.

Vocational trip experiences have included:

• A Little Bit Farm
• Ace Hardware
• Andy's Bounce Barn
• Ansonia Nature Center
• AutoZone
• Basement Systems
• Beardsley Zoo
• Big Y
• Brookside
• Caspari
• Community Center
• Country Creamery
• Connecticut Post Mall
• Diaper Bank
• Diner
• Eddie's Bakery
• Fire Department
• Harvest House
• Home Depot
• Horse Farm
• Hot Grill
• IKEA
• Job Lot
• Jones Farm
• Kriz Farm for Ice Cream Making
• Laundry Mat
• Lock, Stock, and Barrel
• McDonald's
• Masaro's Farm
• Market 32 departments
• Marshalls
• Milford Mall
• Nu-Age Designs
• Poodle Palace
• Pizza
• Police Department
• Seymour Food Bank
• Seymour Library
• Shady Knoll
• Spooner House
• Stop & Shop
• Town Hall
• Tri Town Plaza - Movie Theater
• Waterbury Mall
• Whiffleball Factory

18-22+ Vocational Work Sites:

This 3-credit per year transition program at Seymour High School is designed to allow students the additional time they need to gain the vocational and life skills needed by working in a familiar setting with familiar faces. Since it is based at the same high school where students have attended for 4 years, it provides a supportive environment for students to expand their skills through working with a job coach at various work sites.

Students will receive the individualized level of support needed to work towards further independence in the areas of not only hands-on job skills, but also communication skills, self-advocacy skills, life skills, and social skills. Overall, the program aims to empower students to achieve a higher level of independence and success in their adult lives by providing them with the skills, experience, and support they need to make a successful transition.

Over the course of three years, the transition program gradually increases the length of time students spend at their job sites and provides a scaffolded amount of job coaching support to help build vocational stamina and the ability to work independently. For many students, a directed approach to building the amount of time they can sustain work tasks is needed. Another goal of the program is to reduce students' reliance on job coaches and increase their ability to initiate and complete tasks on their own. This approach is designed to foster a sense of ownership and responsibility in students, while also providing the necessary support to help them succeed.

The program recognizes that building work stamina takes time and that providing ongoing support and feedback is essential to helping students develop the skills and confidence they need to succeed in the workplace. By gradually increasing the length of their work hours and providing targeted coaching, the program helps students build the skills and habits they may need to thrive.

Vocational tasks & job sites include:

• Ace Hardware - stock shelves
• Assumption Church - Landscaping
• Basement Systems - clean and restock the breakroom
• Bethany Nursery - watering, planting seeds into pods to prepare for planting
• Big Y - Help with stocking returns
• Bob's - stock room merchandise
• Bungay School - library work, classroom support with site words
• Brookside Restaurant - clean and set up, restocking, place settings
• Chatfield - helping nursery school kids with play skills and snack time
• Chatfield - Literacy teacher - copying and delivery of copies
• Chatfield - Library restocking
• Dentist Office - Prepared Dental Care Packages for patients
• Historical Society - mailings, program set up
• Horse Farm - cleaned paddocks and stalls
• Laundromat - machine upkeep
• National Honor Society Event Support - Assembled programs & awards for recipients
• New Age Design: Seymour Pink Shirt - fill orders
• Soncca - folded monthly fliers
• Seymour Pink Banners Organization & Upkeep
• SHS Cafeteria: Restaurant Work Training
  • Assist the cashier at the snack counter
  • Box breakdown
  • Dry dishes in between lunch waves
  • Folded towels
  • Food prep
  • Organized supply shipments
  • Packaged fruit and veggie baskets for lunch waves
  • Restock silverware/dressings, & ketchup
  • Serve pizza
  • Stock snack bar, fruit, and veggie display
  • Wipe down the serving strip in between waves
• SHS Coffee Cart for Staff
• SHS - School Store - bracelet making, sales, bagging, customer service
• SHS Mail Delivery
• SHS Office Staff Support with Mailings & Return Labels
• SHS - Special Education Department - Filing and Clerical work
• SHS School Nurse task support with supplies
• SHS - Special Education Department - Filing and Clerical work
• Strand Theater: cleaning and restocking candy
• Walgreens - stock shelves, check expiration dates, product facings.

Additional Services

Our transition services take a comprehensive approach to helping students with disabilities and their families navigate the transition to adulthood by collaborating with external agencies that specialize in providing specialized support. This multifaceted approach enables us to provide a broad range of services that meet the unique needs of each student and their family, including vocational guidance, educational planning, and community-based supports. By working closely with these agencies, we are able to provide tailored services that promote successful transitions to living, learning, and working after high school.

Travel Training - Through the Kennedy Center

Travel training through the Kennedy Center is a program that helps individuals with disabilities, veterans,  and seniors in Connecticut learn how to use public transportation and travel independently. The program provides one-on-one instruction and support, teaching individuals the skills and knowledge they need to make trips on their own. This can include learning how to read a bus schedule, pay fares, and navigate different modes of transportation. The Kennedy Center's travel training program is nationally recognized and has helped many individuals gain greater independence and mobility.

The Kennedy Center offers a state-funded travel training program that teaches public transportation skills at no cost to participants. However, participants must pay for their own transportation during training. This program is an excellent opportunity for individuals to gain independence and mobility by learning to navigate public transportation. For more information, including eligibility and enrollment details, please visit their website. Kennedy Center: Mobility Services & Transportation Assistance.

Students in the 18-22+ transition program can benefit from this program and will be connected to it near the end of their time at SHS.

Government Programs

The following government agencies vary depending on the specific program and the individual's circumstances. Here's a summary of the general qualifications for each program:

• Bureau of Rehabilitation Services (BRS): Individuals with disabilities who are seeking vocational rehabilitation services and who meet the eligibility criteria set by the Bureau of Rehabilitation Services.
• Division of Rehabilitation Services Level Up Program (DORS Level Up): Individuals aged 16-21 who are seeking pre-employment transition services and who meet the eligibility criteria set by the Division of Rehabilitation Services (DORS). This program is specifically designed for individuals with disabilities who are preparing for competitive employment.
• Department of Developmental Services (DDS): Individuals with developmental disabilities who meet the eligibility criteria set by the Department of Developmental Services, which typically includes having an intellectual or developmental disability that impacts their daily living skills and abilities.

It's important to note that these are general qualifications, and specific eligibility requirements may vary based on individual circumstances. Using eligibility criteria, our transition services include helping families with the application process.

The Bureau of Rehabilitation Services (BRS)

The Bureau of Rehabilitation Services (BRS) is a government agency that provides vocational rehabilitation services to individuals with disabilities, including high school students who are transitioning to post-secondary education or employment.

BRS helps high school students with disabilities make a successful transition after graduation by providing a range of services, such as:

• Vocational counseling and guidance: BRS counselors work with students to identify their interests, strengths, and career goals, and help them develop a plan to achieve those goals.
• Vocational training: BRS can provide funding for vocational training, including post-secondary education, on-the-job training, and vocational rehabilitation services.
• Job placement: BRS assists students in finding and obtaining employment, including job placement and job coaching services.
• Assistive technology: BRS can provide funding for assistive technology that enables students to perform their job duties successfully.
• Ongoing support: BRS provides ongoing support and counseling to students as they transition to post-secondary education or employment, helping them overcome any challenges they may face.
• BRS works closely with schools, students, and their families to ensure that students with disabilities have the support they need to succeed after high school. The goal of BRS is to help students with disabilities achieve independence and self-sufficiency through meaningful employment.

The process of obtaining services from the Bureau of Rehabilitation Services (BRS) typically begins during a student's high school years. Here's an overview of the process:

1. Referral: A high school student with a disability can be referred to BRS by their school, parents, or other professionals.
2. Eligibility determination: BRS will determine the student's eligibility for services based on their disability and employment goals.
3. Assessment: BRS will conduct a comprehensive assessment of the student's skills, abilities, and interests to determine their strengths and needs.
4. Vocational rehabilitation plan: Based on the assessment, BRS will develop a customized vocational rehabilitation plan that outlines the services and support the student will receive.
5. Service provision: BRS will provide the services outlined in the vocational rehabilitation plan, such as vocational counseling, vocational training, job placement, and ongoing support.
6. Ongoing evaluation: BRS will regularly evaluate the student's progress and adjust the vocational rehabilitation plan as needed to ensure that the student is making progress toward their employment goals.

It's important for students with disabilities and their families to start the process of obtaining BRS services early in the student's high school career to ensure that they have the support they need to achieve their post-secondary education and employment goals.

Division of Rehabilitation Services Level Up Program (DORS Level Up)

Students who qualify will be recommended to participate in the DORS Level Up Program starting at the age of 16. The DORS Level Up program is a workforce development program for youth with disabilities in Connecticut, offered by the Department of Rehabilitation Services (DORS).

The program aims to provide young people with the skills and experience they need to succeed in the competitive job market and achieve greater independence. Level Up offers a range of services, including career exploration, job coaching, and job placement assistance.

The program is designed for youth aged 16-21 who have a documented disability and are enrolled in high school or an equivalent program. Participants work with a team of professionals to identify their strengths, interests, and career goals, and develop a personalized plan to achieve them.

Level Up provides a range of supports to help participants succeed, including job training, internships, and mentorship. The program aims to help participants develop the skills and experience they need to secure competitive, integrated employment in their chosen field.

Overall, the DORS Level Up program is an invaluable resource for young people with disabilities in Connecticut, helping them gain the skills and confidence they need to succeed in their careers and achieve greater independence.

The DORS Level Up program offers the following specific services to participants:

• Job exploration: Participants work with a career counselor to identify their interests and career goals, and explore potential career paths.
• Counseling for post-secondary education: Participants receive guidance on applying to college or other post-secondary programs, and identifying the supports they may need to succeed.
• Work-based learning experiences: Participants have the opportunity to gain hands-on experience through internships, job shadowing, and other work-based learning opportunities.
• Work readiness training: Participants receive training in important job skills, such as resume writing, interviewing, and workplace etiquette.
• Self-advocacy: Participants are supported in developing the skills and confidence they need to effectively advocate for themselves in the workplace and beyond.

Department of Developmental Services (DDS)

The Department of Developmental Services (DDS) is a government agency that provides support and services to individuals with developmental disabilities, including high school students who are transitioning to adult life.

DDS helps high school students with developmental disabilities transition after graduation by providing a range of services, such as:

• Transition planning: DDS works with students, their families, and their schools to develop a transition plan that identifies the student's goals and the support they need to achieve those goals.
• Vocational support: DDS provides vocational counseling, job placement, and job coaching services to help students find and maintain employment.
• Residential support: DDS helps students identify and access appropriate housing options, including group homes, supported living arrangements, and independent living supports.
• Day programs: DDS provides funding for day programs that offer social, recreational, and educational activities for adults with developmental disabilities.
• Ongoing support: DDS provides ongoing support and counseling to students as they transition to adult life, helping them overcome any challenges they may face.

It's important for students with developmental disabilities and their families to start the transition planning process early in the student's high school career to ensure that they have the support they need to achieve their goals and live independently. DDS can provide valuable resources and assistance throughout the transition process and beyond.