Community Transitions participants, parents and staff describe work-based learning gains

Community Transitions staff, students and parents described how the program helps students move from high school to employment and greater independence.

"Community transitions is like a bridge, where the students are making the transition from high school into adulthood," a Community Transitions staff member said. "We help those students take the steps that they need to take to reach their employment goals and their independent living goals." The staff member said work-based learning is "a major component" of the program, giving students "hands on, real life experience in local businesses."

A student participant said, "Oh, yeah. CT. Man, that was fun. They taught me how to how to get a proper job, and the teacher, Sue Tucker, was awesome." Program staff emphasized that Community Transitions teaches both job-specific technical skills and transferable "soft skills" such as communication, teamwork, time management and problem solving.

A parent of a participant identified as Ashton said Ashton "loves going to work" and "loves playing with dogs," and that the job provides structure and social connections. Another parent said work has given Ashton "a lot of independence. She has independence of finance. She has independence on her schedule. She prefers to communicate with her managers on her own," and added that staff step in only when requested.

Speakers said the program centers the student in planning, with individualized short- and long-term goals and support from teachers, paraeducators and job coaches. One parent praised Tradewinds as a workplace where her child has "friends here at work" and described staff at the program as "terrific people working with the kids on-site."

Program staff described practical supports used to promote independence, including keeping schedules and calendars, communication with job coaches, and helping students take a lead role in their appointments and workplace interactions. The presentation in the transcript included repeated references to social growth, increased confidence and the value of on-site supports but did not include any formal motions, votes or decisions.

The comments in the transcript came from program staff, student participants and parents and focused on outcomes observed by those speakers rather than on administrative or funding details.