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Transition Education Center outlines job‑readiness and community partnerships; Project Search shows high placement rates
Summary
The Transition Education Center outlined transition services for students with disabilities — employment, independent living and post‑secondary planning — and reported Project Search outcomes including paid internships and high competitive‑employment rates after program completion.
Dr. Gillespie introduced Sarah Derby, assistant director of student support services and principal of the Transition Education Center, who presented the building’s mission and outcomes for students with complex learning needs.
Derby described the center’s four programs — Transition Plus, Project Search (a partnership with Gillette Children’s Specialty Healthcare), TAP (secondary plus), and AWARE (restorative education for students in suspension) — and the program focus on independent living, employment readiness and community engagement. "Transition services help our students with disability prepare for life after high school and we focus on three key areas: post‑secondary education and training, employment and independent living," Derby said.
Derby reported use of FastBridge screening in fall, with about 20% of students in the some‑risk range; staff are targeting that cohort for growth. The center reported seven students at paid work sites within the district and 22 students at unpaid work sites this semester. Derby highlighted Project Search: the program places interns at Gillette Hospital for rotating 10‑week assignments; she said five former interns accepted permanent employment at Gillette and that roughly 80% of Project Search interns have gained competitive, integrated employment after completing the program.
The center described additional supports — a co‑located mental‑health provider, an instructional coach, homework help blocks, and collaboration with vocational rehabilitation counselors — and offered examples of student‑operated enterprises (Bare Boards and More). Derby said the team is exploring moving some work into Sunrise Park and surveying district departments for meaningful, on‑site tasks that could further build student stamina and independence.
Board members asked about local employer partners and referrals to community agencies (mentions of Composia and Midwest Diversified Industries); Derby said vocational rehabilitation is a standing district contact and the work coordinator role is required for accredited transition programs. Board members praised the program’s outcomes and personal impact stories.
No formal actions were taken; board members encouraged continued community outreach and clarified next steps for expanding work‑based learning opportunities.
