Empowering students to build independence, confidence, and meaningful community connections.
About the Program
The Bloom Transition Program is a Connecticut-approved private special education program designed to support students with diverse learning needs.
Programs are developed based on each student’s IEP and delivered using Applied Behavior Analysis (ABA) evidence-based practices, with a focus on individualized, postsecondary-oriented curriculum, community engagement, and vocational skill development for students ages 14–22.
Starting in the 2026–2027 school year, The Bloom Transition Program will be at a new location in Old Lyme, CT. This expanded space has been carefully chosen to support student growth, independence, and real-world skill development. It offers flexible learning environments, outdoor space, and increased access to vocational and community-based opportunities—all while maintaining a structured and supportive setting.
What makes The Bloom Transition Program different?
Individualized Instruction &
Evidence-Based Practices
Our team utilizes the principles of Applied Behavior Analysis to provide tailored services to each student. Each program is designed to help them thrive in their learning environments and prepare for adulthood.
Curriculum is created by a Special Education Teacher, implemented by the Service Providers (Life Skills Coaches) and overseen by the Education Director. Consultation is provided by a Board Certified Behavior Analyst and related services are provided as deemed appropriate per each individual’s IEP.
Community Integrations
We integrate community-based experiences into instruction, providing students with structured opportunities to develop skills in real-world settings such as local businesses and community organizations.
Through these experiences and partnerships, students build independence, confidence, and vocational skills while exploring interests, developing job readiness, and establishing consistent work routines—ultimately leading to individualized job development and placement opportunities with ongoing support for long-term success.
Career Exploration & Job Placement
Students work to identify areas of interest for employment through vocational assessments, community-based experiences, and guided exploration of different job settings.
They participate in hands-on, real-world opportunities that are individualized based on their interests, allowing them to explore potential career paths in meaningful ways. Through this personalized approach, students build the skills and confidence needed to pursue employment aligned with their strengths and preferences.
Our team then works collaboratively with students to develop job readiness skills and progress toward meaningful, individualized job placement.
Students engage in both independent and group learning, preparing them for real-world environments and postsecondary opportunities.
Curriculum
Curriculum is created by a Special Education Teacher, implemented by the Service Providers (Life Skills Coaches) and overseen by the Education Director. Consultation is provided by a Board Certified Behavior Analyst and related services are provided as deemed appropriate per each individual’s IEP.
Students are encouraged to work both independently and collaboratively as they are introduced to career skills, life skills and postsecondary opportunities within the community. 1:1 instruction is provided as needed and as outlined in an individual’s IEP. Job placements and career experiences are based on career assessments, including the CAPS/COPES/COPS and the AFLS.
Eligibility
Eligibility for The Bloom Transition Program is determined through the student’s Planning and Placement Team (PPT). Students:
- are referred by their home school district
- are between the ages of 14–22
- have an active IEP that includes:
- Transition-focused programming
- Goals in postsecondary employment, vocational skills, and life skills
- Objectives that support connection to employment agencies and/or state services (when applicable)
- demonstrate a need for instruction and skill development within a structured transition program setting
Commitment to Inclusion – The Bloom Transition Program does not discriminate based on socioeconomic status, race, disability, or any other protected characteristic. We accepts students of all genders, races, and socioeconomic backgrounds.
School Calendar
The Bloom Transition Program operates on a typical school-year calendar, closely aligned with district schedules, including observed holidays, school breaks, and standard instructional days.
Program Schedule & Reporting
To support ongoing communication and collaboration with families and school districts:
- Parent-Teacher Conferences are held twice annually, providing an opportunity to review student progress, discuss goals, and plan next steps.
- IEP progress reports are distributed quarterly, detailing progress toward individual transition goals and objectives.
- Academic report cards are also issued quarterly, offering updates on student performance across program areas.
This structure ensures consistent monitoring of student growth while maintaining strong communication with families and district teams.
Emergency Closures & Delayed Openings
In the event of inclement weather or other emergencies, information about school closings, delayed openings, or early dismissals will be shared through the following news stations:
Bloom BCS 