How to Prepare for a Connecticut PPT Transition Meeting

Why the Transition PPT Needs Different Preparation Than a Standard IEP Meeting

You've probably attended IEP meetings before. You know the general rhythm: review present levels, discuss goals, sign documents. But once transition planning activates at age 14 in Connecticut, the PPT meeting changes structurally. It now covers territory that extends far beyond the classroom — postsecondary goals, agency referrals, diploma pathway decisions, and ultimately, the question of what your child's adult life will look like.

The transition PPT is also the meeting where the district's interests and your child's interests can diverge most sharply. Districts have financial incentives to graduate students (it terminates their service obligation). Parents have incentives to maximize the transition window. Showing up prepared isn't just helpful — it's protective.

Before the Meeting: What to Do in the Week Prior

Request the draft IEP at least five business days ahead. Connecticut regulations support your right to review proposed documents before the meeting. Don't walk in and see the transition plan for the first time while the team is already assembled. If the school hasn't sent you a draft, put your request in writing.

Review the current PSOGS. Read the Postsecondary Outcome Goal Statements and ask yourself: are these goals my child actually expressed interest in, or were they written by the team without meaningful student input? Check whether the goals are genuinely measurable — "student will explore career options" is not measurable; "student will complete two job shadows in food service settings and identify three workplace preferences" is.

Check the CT-SEDS Parent Portal. Log in and review the student's current IEP data, including Present Levels of Performance and transition assessment results. Note anything that looks outdated, inaccurate, or inconsistent with what you observe at home.

Prepare your child. If your child will attend the meeting — and Connecticut law requires they be invited to any PPT where transition is discussed — help them prepare one to three things they want to say. Even a simple statement like "I want to work with animals after high school" or "I don't think the extended time accommodation is helping me" gives the team concrete student input to work with.

Questions to Ask at the Meeting

Come with specific questions written down. The transition PPT can cover a lot of ground quickly, and it's easy to leave with unanswered concerns:

About assessments: "What transition assessments were conducted this year? How did the results change from last year? Which Core Transition Skills are being targeted based on these results?"

About the diploma pathway: "Is my child currently on track to meet Connecticut's 25-credit graduation requirements? If they complete credits before their transition goals are met, does the district offer transition-only services? Through which program?"

About agency coordination: "Has the district coordinated with BRS Level Up for pre-employment transition services? If my child is DDS-eligible, what is the status of the DDS intake process? Who is the DDS Transition Advisor assigned to our case?"

About the Course of Study: "How does the proposed course sequence connect to my child's PSOGS? What community-based experiences are planned for this year?"

About the Summary of Performance: For students nearing exit: "When will the SOP be drafted? Can we schedule a meeting to review the draft before it's finalized? Does it include specific, actionable accommodation recommendations?"

What to Watch For During the Meeting

Generic transition goals. If the PSOGS could apply to any student in the state — "student will pursue further education after high school" — they're not individualized enough. Push for specificity that reflects your child's actual interests and assessment data.

Missing agency connections. By age 16, the school should be coordinating with BRS Level Up. If your child has an intellectual disability or Prader-Willi syndrome, DDS eligibility intake should be underway. If the team hasn't initiated these referrals, ask why and request that they start immediately.

Pressure toward early graduation. If the district is suggesting your child graduate at 18 with a diploma but your child's transition goals aren't met, this deserves careful scrutiny. Ask about transition-only services and diploma deferral. The district's interest in ending services and your child's interest in completing transition goals may not align.

Lack of community-based experiences. If the transition plan consists entirely of classroom-based instruction with no community work experiences, job shadows, travel training, or real-world practice, it's not building the skills that matter most for adult independence.

Documenting Everything

Every request you make at a PPT meeting should also exist in writing. If you ask for a specific transition assessment and the team agrees, make sure it appears in the meeting notes. If the team refuses a request, make sure the Prior Written Notice documents their refusal and their specific reasons.

After the meeting, send a brief follow-up email to the case manager summarizing what was discussed and what was agreed upon: "Thank you for today's PPT meeting. To confirm, the team agreed to initiate a BRS Level Up referral before the end of this quarter, conduct a vocational situational assessment at a community work site by March, and update the Course of Study to include a culinary arts elective for next semester."

This paper trail serves two purposes: it keeps the team accountable for commitments made during the meeting, and it creates a record that's invaluable if you ever need to escalate a disagreement through the state complaint or due process system.

Bringing Someone With You

You have the right to bring anyone you choose to the PPT meeting. This could be a family member who helps with your child's care, a private educational consultant, a CPAC (Connecticut Parent Advocacy Center) advisor, or anyone else who understands your child's situation. Having a second person in the room provides an extra set of ears and can help you stay focused on your prepared questions rather than getting pulled into the team's agenda.

The Connecticut IEP Transition to Adulthood Guide includes PPT preparation checklists organized by the student's age, along with question banks tailored to each phase of the transition timeline from age 14 through exit.

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