Leila has difficulty distinguishing the meaning of tsp. and tbsp. She knows one is bigger than the other but isn't sure which abbreviation matches which spoon. She looks at me, then Marion, while holding the teaspoon measure in her hand (she actually needs a tablespoon). Marion quickly points out which one to use, and then tells her that a tablespoon is always bigger. As they work their way through the recipe they often confer with each other. Fran stays in the background and intervenes only when asked or if she spots a problem.

Coffee Shop Vignette 2 – Supervising the Counter Set–Up/Server

Stacey has been assigned the role of supervisor for the front counter position. This role demonstrates significant progress in her willingness to try new jobs in the coffee shop. When she first entered the coffee shop she was content to remain in the kitchen baking muffins, the job she felt most comfortable doing. Carrie said she had to encourage Stacey to try other jobs, but when that didn't work, she had to sit down with her privately to talk about the goals of the program and the need for her to attempt all jobs before going out on a job placement.

Carrie explained how she looks for a student's willingness to try new jobs and activities, and their ability to take on challenges independently in order to assess a student's readiness for a job placement.

There's this little spark [that] you usually see when they say, 'Okay, I haven't had a chance to make muffins yet.' or 'You haven't put me on cash yet.' So they come and tell us. Those are the ones that you know are going to go on. The ones who just do the dishes or just want to be on the counter all the time or make the muffins all the time, they don't want to get out of their comfort zone.

Initially, Stacey's training strategies are limited. She points to the posted job description, and says to Farah, a student who recently entered the program, "We do this."