A pathway, made visible.
This is the complete sample Pathway Report — the same format families and educators receive. Switch audiences with the toolbar tabs, download the print-ready PDF, or scroll on to read it like Maya's family would.
Personalized Transition Plan
A Plan for Maya.
Maya is a thoughtful, observant 11th grader who lights up around animals and quiet, hands-on work. She learns best with clear routines, written steps, and a trusted adult in her corner. With the right introductions — and time to build comfort — she has a strong, realistic path toward animal care or environmental work in Connecticut.
- Prepared For
- Maya Rivera · 11th grade · East Hartford High School
- Prepared By
- TransitionForward (AI-supported) · Reviewed by Ms. Alvarez, Case Manager
- Date Issued
- March 4, 2026
- Confidentiality
- Confidential — for Maya, family, and authorized East Hartford High School team members
Executive Summary
Maya is a thoughtful, observant 11th grader who lights up around animals and quiet, hands-on work. She learns best with clear routines, written steps, and a trusted adult in her corner. With the right introductions — and time to build comfort — she has a strong, realistic path toward animal care or environmental work in Connecticut.
Top Strengths
- •Patient and calm with animals — a natural caregiver
- •Reliable and consistent when routines are clear
- •Detailed observer who notices things others miss
Best-Fit Direction
Animal Care & Shelter Support
Combines Maya's genuine love of animals with her patient, detail-oriented, routine-loving work style. Entry points exist locally through volunteering, technical high school programs, and community college vet-tech tracks.
Start Here This Week
- 1.Read this report together at the kitchen table
- 2.Pick one shelter or vet office to call about a tour
- 3.Text Ms. Alvarez to request the next PPT meeting
Student Snapshot
Maya
11th grade · East Hartford High School · On track for a standard diploma · Spring 2027
Primary Interests
- Animal care
- Visual art & drawing
- Environmental science
- Baking
Learning Preferences
- Visual instructions and demonstrations
- Written checklists over spoken directions
- Small groups or 1:1 instead of whole class
- Quiet workspaces with predictable routines
Family Priorities
- Build independence in small, real-world steps
- Find work Maya genuinely enjoys
- Understand adult services available after age 21
- Protect Maya's mental health throughout the transition
Communication Style
Quiet but thoughtful — Maya communicates clearly once she trusts the listener. Prefers texting and written notes; needs a few extra seconds to organize a verbal response.
Where Maya is now
Self-advocacy is emerging this year. She has not yet completed a paid work experience, formal vocational assessment, or community-based instruction, but she volunteered weekly at the school food pantry and asked her teacher about animal-shelter volunteering.
"I want to work somewhere with animals. Quiet is better. I want to learn how to ride the bus by myself."
Strengths, Preferences, Interests & Needs
Strengths
- Empathy and patience with living things
- Visual learning and recall
- Follows routines reliably
- Notices fine details others miss
Preferences
- Predictable, quiet environments
- Written or visual instructions
- Working alongside one trusted person
- Hands-on tasks with a clear end point
Interests
- Animal care (dogs, cats, small mammals, birds)
- Environmental clean-up and conservation
- Drawing, illustration, and digital art
- Baking and following recipes
Needs
- Advance notice of schedule changes
- Quiet break space when overwhelmed
- Extra processing time for verbal directions
- Support starting unfamiliar tasks
Motivators
- Helping animals feel safe
- Earning her own money for art supplies
- Adults who explain the 'why' behind a task
Barriers
- Sensory overload in loud, unpredictable settings
- Social anxiety with unfamiliar adults
- Limited transportation independence
Environmental Supports
- Family who advocates and follows through
- Strong relationship with case manager Ms. Alvarez
- School food-pantry placement she already trusts
Areas for Growth
- Independent travel skills (bus, planning a route)
- Asking for help from a new adult
- Money management and using a debit card
What This Means for Planning
Maya's strengths and interests point in the same direction: calm, hands-on, animal- or nature-centered work. Her needs are real but well-understood. The next year should focus on real-world exposure (shelter visit, job shadow) and small independence wins (one bus route, one purchase, one phone call) — not on pushing her toward a four-year college path that isn't a fit.
Strengths to Lead With
- Patient and calm with animals — a natural caregiver
- Reliable and consistent when routines are clear
- Detailed observer who notices things others miss
- Creative thinker — strong visual memory and artistic eye
- Self-aware about what helps her focus
Transition Readiness Scorecard
A strengths-based snapshot. These are conversation starters, not grades.
Self-Advocacy
DevelopingWhat We Saw
Asked Ms. Alvarez about animal-shelter volunteering this fall and shared her interests during a parent-teacher conference.
What It Means
Maya can speak up in safe, familiar settings. Next step is doing this with one new adult.
Next Growth Step
Practice introducing herself and her accommodations to one new teacher each quarter.
Possible Goal
Maya will independently request accommodations from at least one new adult in 4 of 5 opportunities.
Career Awareness
DevelopingWhat We Saw
Has named three real interests (animals, art, environment) but has not yet done a job shadow.
What It Means
She has a clear starting point. Real-world exposure is the unlock.
Next Growth Step
Complete one job shadow and one informational interview this school year.
Possible Goal
By June, Maya will complete 1 job shadow and 1 informational interview in an area of interest.
Independent Travel
EmergingWhat We Saw
Rides the school bus reliably; has never independently planned or taken a public bus route.
What It Means
Travel training is the highest-leverage independence skill for the next year.
Next Growth Step
Practice one CTtransit route with a trusted adult, then with phone GPS, then solo.
Possible Goal
Maya will independently complete one familiar CTtransit round-trip by end of 12th grade.
Financial Literacy
EmergingWhat We Saw
Has a savings account; has not yet used a debit card independently.
What It Means
Small, real-world money practice will build fast confidence.
Next Growth Step
Use a prepaid debit card for weekly small purchases with a follow-up review.
Possible Goal
Maya will independently make 3 purchases per week using a debit card and track them in a notebook.
Communication with Adults
DevelopingWhat We Saw
Texts case manager; reluctant to make phone calls.
What It Means
Build a phone-call script and practice in low-stakes settings.
Next Growth Step
Practice scripted calls (appointment reminders, simple questions) once a week.
Possible Goal
Maya will independently make 2 scripted phone calls per month with no more than one prompt.
Daily Living & Routines
ProgressingWhat We Saw
Maintains personal hygiene, manages morning routine, helps with cooking at home.
What It Means
Strong foundation — next is generalizing to less familiar settings.
Next Growth Step
Prepare one simple meal for the family per week, fully independently.
Possible Goal
Maya will plan, shop for, and prepare one meal per week with no prompts by end of school year.
Recommended Pathways
Multiple realistic directions — not just one. Each pathway has supports, steps, and a timeline.
Animal Care & Shelter Support
Combines Maya's genuine love of animals with her patient, detail-oriented, routine-loving work style. Entry points exist locally through volunteering, technical high school programs, and community college vet-tech tracks.
Builds on These Strengths
- Patience with animals
- Reliable routines
- Detailed observation
Possible Barriers
- Loud kennel environments
- Lifting heavy bags or large dogs
- Transportation to shelter
Supports Needed
- Noise-reducing headphones for kennel areas
- A consistent shift supervisor
- Family/agency support for transportation
At School
- Volunteer placement at a local animal shelter (2 hrs/week)
- Connect with the agriscience program at a CT technical high school for a tour
- Career interest inventory focused on animal/veterinary clusters
In the Community
- Visit Connecticut Humane Society or a local rescue
- Shadow a kennel technician for half a day
- Attend a 4-H or animal-care community event
Courses & Programs
- Animal Science elective if offered at EHHS
- CT community college Veterinary Technology intro course (audit option)
- Red Cross Pet First Aid certification
Career Clusters
- Agriculture, Food & Natural Resources
- Health Science (animal care track)
Credentials
- Volunteer hours log
- Pet First Aid certificate
- OSHA-10 safety card (entry level)
Partner Resources
- Connecticut Bureau of Rehabilitation Services (BRS) — Pre-ETS
- Local animal shelter volunteer coordinator
- School transition coordinator
Action Steps
30 days
- Tour one local animal shelter together as a family
- Email Ms. Alvarez to request a BRS Pre-ETS referral
- Add 'animal care exploration' to Maya's spring IEP goals
90 days
- Begin a weekly 2-hour volunteer shift at a shelter or rescue
- Complete an interest inventory and one informational interview
- Practice the bus route to the volunteer site twice with a trusted adult
6 months
- Earn Pet First Aid certificate
- Complete a 1-day job shadow with a veterinary assistant
- Add the placement to Maya's transition portfolio
1 year
- Try a paid summer placement (with BRS support if eligible)
- Tour the vet-tech program at a CT community college open house
- Decide together: continue this path, or sample a related one (groomer, kennel tech, wildlife rehab)
Visual Art & Illustration
Maya draws every day and has a strong visual memory. Worth exploring whether art could be a paid skill (pet portraits, environmental illustration) or a stabilizing hobby that protects her mental health.
Builds on These Strengths
- Visual memory
- Patience for detail work
- Creative thinking
Possible Barriers
- Inconsistent income from freelance art
- Self-promotion requires social skills she is still building
Supports Needed
- A mentor artist
- Help setting up a simple online portfolio
At School
- Continue art electives at EHHS
- Submit a piece to the district art show
- Connect with the school art teacher about a portfolio project
In the Community
- Visit New Britain Museum of American Art with family
- Attend a community art walk or maker fair
- Volunteer to illustrate a flyer for the animal shelter
Courses & Programs
- Digital art or graphic design elective
- Community college noncredit art workshop
Career Clusters
- Arts, A/V Technology & Communications
Credentials
- Portfolio of 8–10 finished pieces
- One commissioned piece
Partner Resources
- School art teacher
- Local library maker space
Action Steps
30 days
- Pick 3 favorite pieces to start a simple portfolio folder
- Ask the art teacher about a portfolio review
90 days
- Complete one piece for a real audience (shelter flyer, family gift)
- Visit one local art event
6 months
- Decide: keep as a stabilizing hobby, or try one paid commission
1 year
- Decide together whether art is a side path or a primary direction
Environmental Field Work
Maya cares deeply about the environment and enjoys being outside. A stretch direction if she builds comfort with new groups and outdoor settings — entry roles exist at state parks and conservation nonprofits.
Builds on These Strengths
- Observation skills
- Patience for repetitive outdoor tasks
Possible Barriers
- Group fieldwork involves unfamiliar peers
- Weather and bug exposure may be a sensory challenge
Supports Needed
- Start with a one-day clean-up before committing to a season
- A peer buddy or trusted adult on each outing
At School
- Join an environmental club or eco-team
- Complete a science project on a local watershed
In the Community
- Volunteer at a Connecticut River clean-up
- Visit a local state park nature center
Courses & Programs
- Intro Environmental Science elective
Career Clusters
- Agriculture, Food & Natural Resources
Credentials
- Volunteer hours log
- Park ambassador badge
Partner Resources
- CT DEEP volunteer programs
- Local land trust
Action Steps
30 days
- Attend one community clean-up event
90 days
- Try a second outing — same group if possible
6 months
- Decide whether to pursue regular volunteering
1 year
- Consider a summer parks crew if comfortable
Career & Life Pathway Matches
Animal Care
DevelopingExample Jobs
- Kennel technician
- Vet office receptionist
- Shelter caregiver
- Pet day-care assistant
Skills Used
- Patience
- Following routines
- Basic animal handling
- Cleaning protocols
Education / Training
High school diploma; optional vet-tech certificate at a CT community college (2 years).
Work Environment
Indoor kennels (can be loud) or quieter vet offices. Physical work — bending, lifting up to 25 lbs, standing for shifts.
Possible Accommodations
- Noise-reducing headphones in kennels
- Written task checklists
- Consistent supervisor
- Predictable shift schedule
Next Exploration Step
Schedule a half-day shadow at a local vet office or shelter.
Arts & Creative Production
EmergingExample Jobs
- Freelance illustrator
- Greeting card designer
- Library program assistant
Skills Used
- Drawing fundamentals
- Following a creative brief
- Meeting a deadline
Education / Training
Portfolio matters more than degree. Optional community college art certificate.
Work Environment
Mostly independent, mostly at home or in a studio. Quiet, flexible hours.
Possible Accommodations
- Written briefs instead of verbal
- Extended deadlines when needed
- Mentor check-ins
Next Exploration Step
Complete one piece for a real audience (animal shelter flyer is a perfect first commission).
Environmental & Outdoor Work
EmergingExample Jobs
- State park ambassador
- Conservation crew member
- Garden center assistant
Skills Used
- Following safety protocols
- Working outdoors in varied weather
- Basic plant or animal ID
Education / Training
High school diploma plus on-the-job training. AmeriCorps options available.
Work Environment
Mostly outdoors, often in small crews. Variable noise and weather.
Possible Accommodations
- Predictable crew assignments
- Clear daily task list
- Sensory breaks scheduled in
Next Exploration Step
Try one weekend clean-up before committing to a longer season.
Postsecondary Goal Breakdown
Education & Training Options
- Audit one noncredit animal-care or art course at a CT community college
- Red Cross Pet First Aid certification
- School-based art electives and digital art workshops
- Travel-training program through the school district
- Self-advocacy curriculum during resource period
Life Skills to Focus On
- Independent CTtransit travel on one familiar route
- Using a prepaid debit card for weekly purchases
- Making scripted phone calls (appointments, simple questions)
- Planning and preparing one meal per week
- Requesting accommodations from a new adult
IEP / Transition Plan Translator
Plain-English translations of transition-related goal language. This is not legal advice and does not replace the school team — it helps families and students arrive informed.
Goal Language
"Maya will increase self-advocacy by independently requesting accommodations in 4 of 5 opportunities."
What It Means
Maya will get better at asking for what she needs (like a quiet space or written directions) on her own, without a teacher reminding her.
Connected to Real Life
This is the exact same skill you'll need at a vet office, in a college classroom, or with a future landlord.
What Maya should know
You're being asked to practice using your voice. The team is watching to celebrate when you do — not to catch you when you don't.
Connected Services
- Case management check-ins
- Counselor coaching
- Self-advocacy curriculum
Questions to Ask
- How is 'independently' being measured?
- Who is recording these 5 opportunities?
- What happens in the 1 of 5 she doesn't ask?
Missing Info
- What 'opportunities' counts? Defined by whom?
- What baseline is this measured against?
Goal Language
"Maya will identify 3 postsecondary career interests and complete a job-shadow experience by end of 11th grade."
What It Means
By June, Maya should be able to name three jobs or career areas she's curious about, and she should have visited at least one workplace to see what it's actually like.
Connected to Real Life
Career exploration in 11th grade is how most students figure out what comes after high school.
What Maya should know
You don't have to pick a 'forever job' — just three things you'd want to look at up close. And you only need to actually visit one of them this year.
Connected Services
- Pre-ETS through BRS
- Transition coordinator support
- Career interest inventory
Questions to Ask
- Who is arranging the job shadow?
- Does the family need to drive, or is transportation provided?
- Will the school accept a community-arranged shadow if we set one up?
Missing Info
- Target date for the job shadow
- Backup plan if the first arrangement falls through
What We Still Need to Know
This report doesn't pretend to know everything. Here's what would sharpen it.
Current Vocational Assessment Results
Why It Matters
Without a current assessment, recommendations are based on family/school observation only.
Who Can Help
School psychologist or transition coordinator
How to Collect
Request a vocational assessment at the next PPT.
A Question to Ask
Has Maya had a formal vocational assessment in the last 2 years? Can we add one this spring?
CT BRS / Pre-Ets Eligibility Status
Why It Matters
BRS Pre-Employment Transition Services unlock paid work experiences and travel training.
Who Can Help
Case manager and a local BRS counselor
How to Collect
Request a referral letter at the next PPT and call the BRS regional office.
A Question to Ask
Has Maya been referred to BRS yet? If not, can we start that process this month?
DDS Eligibility Before Age 18
Why It Matters
Connecticut DDS adult-services eligibility must be applied for, not granted automatically. Missing the window can delay supports after graduation.
Who Can Help
Family, case manager, or a local family-advocacy organization
How to Collect
Submit a DDS eligibility application before Maya turns 18.
A Question to Ask
Has the team started Maya's DDS eligibility application? What documents are needed?
In Maya's Voice
Questions for Maya to think through — alone, with family, or with a teacher.
What kind of place would I want to wake up and go to every day?
Think about noise, light, who's around you, indoors or outdoors.
Who is one adult I trust outside my family? Could they help me try something new?
A trusted adult is one of the biggest predictors of a smooth transition.
If I could shadow any job for one day, what would it be?
Your first job shadow doesn't have to be your forever job. It just has to be real.
What's one small thing I'd like to do by myself this year?
Take the bus once. Order food. Make one phone call. Pick one and try it.
What do I want adults to stop doing for me?
Independence often starts with someone else stepping back.
Family Action Plan
This Week
- Read this report together at the kitchen table
- Pick one shelter or vet office to call about a tour
- Text Ms. Alvarez to request the next PPT meeting
This Month
- Tour one animal shelter or vet office
- Submit a BRS referral request
- Start a simple savings/spending notebook with Maya
Before the Next Meeting
- Print this report and the Meeting Prep section
- Write down 3 questions in Maya's own words
- Decide together which 2 goals matter most this year
This School Year
- Complete one job shadow
- Begin weekly volunteering
- Start travel training on one CTtransit route
Before Graduation
- Submit DDS eligibility application
- Complete at least one paid summer placement
- Tour one CT community college on a quiet day
Teacher / Case Manager Action Plan
Goal Updates
- Add travel-training objective to spring IEP
- Tighten self-advocacy goal with clearer measurement criteria
- Add one employment-related goal tied to volunteer placement
Progress Monitoring
- Weekly check-in log with Maya
- Volunteer site supervisor feedback form (monthly)
Assessments to Run
- Updated vocational interest inventory
- Brigance Transition Skills Inventory (relevant subtests)
Classroom Activities
- Self-advocacy role-plays in resource room
- Career exploration unit tied to animal/environmental clusters
Family Communication
- Share this report with family before next PPT
- Schedule a 20-minute pre-PPT phone call
Student Conference Qs
- What part of the food-pantry placement do you like most?
- What would make a job shadow feel safe?
- Who's one adult outside school you trust?
Service Connections
- Initiate BRS Pre-ETS referral
- Begin DDS eligibility paperwork conversation with family
Accommodations
- Continue extended time and quiet break space
- Add written copy of all verbal directions in transition activities
Work-Based Learning
- Coordinate weekly shelter volunteer placement
- Schedule one job shadow in spring semester
Next PPT / IEP Meeting Prep
Questions to Ask
- Has Maya been referred to BRS for Pre-ETS?
- When can travel training begin?
- Can we add an employment-related goal this spring?
- What's the plan for DDS eligibility before Maya turns 18?
- How will progress on self-advocacy be measured?
Documents to Bring
- This Pathway Report
- Most recent IEP and progress reports
- Food-pantry volunteer log
- List of Maya's stated interests in her own words
Concerns to Raise
- Maya has no paid work experience yet
- Travel independence has not been addressed
- DDS application has not been started
Strengths to Highlight
- Reliable weekly food-pantry volunteer
- Clear, specific career interests
- Growing self-advocacy with familiar adults
- Strong family partnership
Goals to Review
- Self-advocacy goal (refine measurement)
- Career exploration goal (add job-shadow date)
- Add travel-training goal
Services to Discuss
- BRS Pre-ETS
- Travel training
- Community-based work experience
- Future DDS eligibility
Student Voice Prompts
- Ask Maya which goal feels most important to her
- Ask Maya what kind of placement she'd try first
Follow-up Items
- Confirm BRS referral within 2 weeks
- Schedule the shelter tour
- Share updated IEP draft with family before signing
Tip: print this section as a one-page checklist to bring to the meeting.
Opportunities to Explore
Weekly Animal-Shelter Shift
Why it may fit
Direct animal contact, predictable schedule, low social demands.
What Maya could gain
Real-world experience, references, confidence with a new adult.
How to explore it
Email the volunteer coordinator at a local shelter and ask for an orientation visit.
Who should help
Family makes the initial call; case manager supports follow-up.
Half-Day at a Veterinary Clinic
Why it may fit
Lets Maya see the work without committing. Quieter than a kennel.
What Maya could gain
Realistic picture of vet-assistant work; a possible future contact.
How to explore it
Ask Ms. Alvarez to coordinate through the district's career center.
Who should help
Case manager and family.
CT Bureau of Rehabilitation Services (brs) — Pre-Ets
Why it may fit
Free pre-employment services for students with disabilities, including paid work experiences.
What Maya could gain
Access to job coaches, paid summer placements, and travel-training funding.
How to explore it
Request a referral letter at the next PPT meeting.
Who should help
Case manager initiates referral; family completes the application.
Pet First Aid Certification Course
Why it may fit
Short, structured, animal-focused — and gives Maya a real credential to show employers.
What Maya could gain
A line on her resume and proof she can complete a course.
How to explore it
Look up Red Cross Pet First Aid offerings in Hartford County.
Who should help
Family signs her up; school can count as transition activity.
Progress Timeline
Self-Awareness
CompleteMaya can name her interests, her sensory needs, and at least one trusted adult.
- Named 3 career interests
- Identified Ms. Alvarez as a trusted adult
Career Exploration
In progressBeginning real-world exposure through shelter visits and informational interviews.
- Volunteer at school food pantry
- Tour of local animal shelter
Suggested by: Spring 2026
Work-Based Learning
UpcomingFirst job shadow, then weekly volunteering at a community site.
- 1 job shadow
- Weekly volunteer shift
Suggested by: End of 11th grade
Independent Travel
UpcomingTravel training on one CTtransit route, building toward solo trips.
- One route practiced with adult
- One independent round-trip
Suggested by: End of 12th grade
Adult-Services Connection
FutureDDS eligibility submitted; BRS adult case opened.
- DDS application submitted
- BRS adult case opened
Suggested by: Before age 18
Adult Life Transition
FuturePaid employment, postsecondary class or training, semi-independent living plan.
- 10+ hrs/week paid work
- 1 postsecondary course completed
- Living arrangement decision
Suggested by: By age 22
A Gentle 30-Day Plan
Week 1
Read this report together as a family and pick the 2 goals that matter most.
Week 2
Email Ms. Alvarez to request a PPT meeting and a BRS referral.
Week 3
Tour one local animal shelter or vet office together.
Week 4
Bring this report and Maya's questions to the PPT meeting.
Worth a Human Second Look
These items are the AI's best guess based on the intake. Please review with the student, family, or school team before acting on them.
- Confirm current BRS / Pre-ETS eligibility with the case manager
- Validate DDS eligibility timeline with a CT-specific transition specialist
- Verify community college disability-services intake process before scheduling a visit
A closing note for Maya
Maya, the world needs people who notice the quiet things — the way an animal is feeling, the small details no one else sees. You don't have to figure out everything at once. One visit, one conversation, one tiny step at a time. We've got you.