Today, Transitional Employment Unlimited, is expanding its services to include students at the high school level, and have hence developed the WATTS Program to specifically address this population. Because TEU offers its services in almost three-quarters of the state, providing a range of services from Vocational Assessments and Career Explorations to an effective Behavior Modification program for the more difficult clients for adult populations, why not reach these young adults prior to graduation and subsequently BRS? Reaching this population of students at this time would yield an even more proactive approach to transition students with employment support, intervention, education and training, job readiness, and/or exploring post-secondary education.

Districts We Work With ...

Working With School Districts And Individuals Throughout Connecticut

Students served in the following Districts/Schools include:  Darien, Bristol, Easton/Redding, Fairfield, Farmington, New Canaan, Norwalk, Torrington, Trumbull, Waterbury, Easton Country Day School, Wilton, Yale University, Community Colleges, State Universities and more….

Educators

WATTS in it for your staff and students?

WATTS provides evidenced-based transition services designed to maximize the potential of young adults in the areas of community-based vocational experiences, positive social relationships and independent

living skills. WATTS offers a full range of services, including, but not limited to: assessment and evaluation, employment training, Independent Living Skills development, socialization and community involvement (including access to continuing education courses) and resource acquisition (inter-agency support). Functional and social skills necessary to succeed on the job are taught as well as self-advocacy skills. Students of the WATTS Program are individually developed using a person-centered approach. Each is creative in the focus of developing deficit skill areas while building self-esteem and coping skills. A cooperative relationship with the district is a focus for all students, family involvement is welcomed and fostered, and training opportunities are made available to all. WATTS Program Students will include community components to support a meaningful transition to life after high school.

For WATTS Program Check Off Form: CLICK HERE

Students

WATTS in it
for me?

We are asked all the time to describe our Wrap Around Transition Towards Success (WATTS) students, and there’s no simple answer. Each student is her/his own unique mix of talents, interests, learning and personal

styles—just as you are. Our students are high school to college-age young men and women who know that they want to learn differently with like-minded peers and with supportive advisors. They come from all over the State of Connecticut and are as wonderfully individual as is our program. No one likes to be reduced to a few words, a number, or a label, and our students (and staff) tend to feel even more strongly about that than most. WATTS works for a lot of students, whether they had academic frustration or success in school, are outgoing or shy, see themselves as an artist or entrepreneur, or grew up in a small town or major city. Regardless of where they have come from, most of our students feel like WATTS has changed their life for the better. Despite how different our student’s backgrounds or learning styles might be, we have found that there are some common predictors of success in this real world, hands-on program. Most students share some combination of these common traits: WILLING TO TRY A willingness to try new things—even if you’re nervous about it, or uncomfortable—is one of the most important traits for making a real-world program like this work. Every year our students are willing to take positive risks in order to learn valuable tasks and skills. WILLING TO WORK Seems obvious, right? Since most WATTS transitions are in workplaces, it helps (a lot) to be willing to work. And while that is certainly true, we also mean that you’re willing to work with us, and with your peers. To get the most out of these experiences, you can be uncertain, but you can’t be unwilling. WILLING TO LEARN The more you are open to learning all there is to know about what WATTS program will work, to learning about yourself, and to learning about other students and neighbors, especially when they are different from you, the more you will take away from the program. The one thing every WATTS student has in common is the motivation to learn how to best create their own life with confidence. If this describes you and the type of transition you need, we welcome you to WATTS!

Parents

WATTS in it
for your child?

Wrap Around Transition Towards Success (WATTS) Program is a team of experienced, extensively trained staff that provide a comprehensive vocational program. WATTS instills the positive behavior intervention and

supports (PBIS) philosophy, which are woven into the program. The WATTS Program comprises community-based employment opportunities with the support of highly-trained job coaches. The focus of the WATTS Services is on functional living and vocational skills development for students. Additional support is identified in order to successfully transition to independence. Students receive specific instruction and support in pre-employment skills, functional and independent living skills, as well as social and adaptive coping skills development. The majority of the learning occurs in the community, where students participate in paid vocational experiences in competitive work environments. Extended school year (ESY) and extended day programs (EDPs) are available.

WATTS Services ...

Wrap Around Transition Towards Success Program...

Vocational

  • Conduct Interest Inventories
  • Explore Vocational Interests
  • Assist with Informational Interviews and Job Shadowing
  • Career Exploration
  • Develop one or more sites for part time employment, internships, on the job training or volunteer work
  • Resumes

Academics

  • Curriculum Support
  • Capstone Project Support
  • Journaling
  • Essays
  • Post-Secondary Exploration
  • College Tours
  • Vocational and Technical Trade School and Programs
  • College Transition

Life Skills

  • Daily living skills
  • Hygiene
  • Money Management
  • Time Management
  • Social and Recreational Skills
  • Job Readiness and Expected Workplace Behavior

Social/Emotional

  • 1:1 support with Mentor
  • Behavior Modification
  • Mindfulness Techniques
  • Consultations with clinical supports
  • Social Groups and Peer Mentor Connections

Connectivity

  • Bureau of Rehabilitation (BRS)
  • Dept. of Developmental Services (DDS)
  • Bureau of Educational Services for the Blind (BESB)
  • Department of Mental Health and Addiction Services (DMHAS)
  • Department of Social Services (DSS)
  • Health Care Navigation
  • Addiction Related Community Resources
  • Judicial System
  • Churches and Houses of Worship
  • Community Supports (food banks, clothing etc.)

Transportation

  • All coaches and mentors are DMV Certified Passenger Endorsed Drivers
  • Transportation to and from work sites
  • Travel Training
  • Permit Preparation
  • Motor Vehicle Licensing or State ID

Reporting

  • Written reports weekly, bi-weekly or monthly
  • Recommendations
  • Observations
  • Attendance at all meetings and PPT’s
  • Final Reports