Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education Transition Program topic
No spam. Unsubscribe anytime.
Grafton students and staff showcase GAME transition program, urge attention to accessible transport
Summary
Students in Grafton's Grafton Achieving Independence (GAME) program described internships, college partnerships and life-skill training that support transition to work and community life. Presenters asked the committee to note growing therapy integration and a transportation accessibility need for students who use wheelchairs.
Grafton students and staff presented the Grafton Achieving Independence (GAME) transition program at the May 13 school committee meeting, describing internships, volunteer placements and life-skills instruction that connect 18-to-22-year-old participants with local employers and colleges.
Brandon, a GAME presenter, said the program "helps us with disabilities. They help us get jobs around the community," and listed partner sites including the Grafton Food Bank and Bread Guy Breads. Students described hands-on duties they perform: preparing bakery items, stocking food-bank boxes, washing dishes in school cafeterias and staffing the farmers market.
Nut graf: The presentation emphasized two goals — community-based employment experience and independence skills — and showed how the district's partnerships with local businesses and colleges (Quincy Community College and Framingham State University) are being used to expand opportunities for participants who aim to work or continue education.
Students and staff provided specific examples: one student described paid work at Blessing Barn; presenters noted internship tasks at local bakeries and school cafeterias. The program also offers adaptive outings and recreational opportunities, from adaptive ice hockey to hiking and theater visits, and uses VR headsets to let participants explore career options.
Committee members asked logistical questions. A presenter said the program recently "incorporated therapy" (speech, occupational and physical therapy and vision services) into routine programming so therapeutic goals can be practiced in real-world settings. A committee member pressed on transportation: presenters and members noted that "two out of the 10 students we have in wheelchairs" attend the program, prompting committee acknowledgment that accessible vehicles or wheelchair-accessible transport planning are a growing need.
The committee praised staff and volunteers; the Chair singled out Nicole and volunteers such as Beth Clank for helping coordinate activities. Members also encouraged continued community partnerships and noted the program's fundraising and small-donation model for some student-led products (e.g., handmade cards sold at Bread Guy Breads).
The presentation ended with questions from the committee about where community members can find student-made items (the cards are available at Bread Guy Breads), and expressions of appreciation for the students' visible engagement and progress. The committee did not take a formal vote on recommendations but did flag transportation accessibility and continued support for college-and-work partnerships as follow-up items.
