Signal Success is a comprehensive curriculum designed and tested by education and workforce development partners to help young people develop essential skills for future success. Students receive systematic instruction in core soft skills while engaging in meaningful future planning.

The Signal Success Story

In 2012, the Commonwealth Corporation, a quasi-state agency in Massachusetts, set out to design a program to help teens develop skills to be successful at work and in their future careers. The resulting curriculum has grown from a short course to a comprehensive offering with adaptations for different program and participant needs. To date, in partnership with more than 72 organizations and schools, over 34,000 young people have used Signal Success to:

  • Learn how to show initiative at work
  • Develop strong communication and collaboration skills
  • Build habits that support dependability
  • Navigate online applications and interviews
  • And MUCH more.

Learn about the program

To learn if Signal Success is right for your students please email us at SignalSuccess@commcorp.org or connect via the Contact Us page

New and Noteworthy

Photo credit: Paul Hammersley, City of Malden

Malden High School demonstrated the Signal Success curriculum in action to guests Governor Charlie Baker, Labor and Workforce Development Secretary Ronald L. Walker, II and Undersecretary & Chief Operating Officer of Education Ann Reale. The three witnessed how Signal Success incorporates various learning styles and real-world scenarios to teach dependability, collaboration, initiative and communication. Malden High School served as one of the pilot sites for the Signal Success curriculum. They expanded the program from the original 25 students to 300 this year because school officials found the curriculum so beneficial to students’ success.

Click here to learn more.

Latest Blog Entry

Lessons Learned: When Students Teach the Teacher

June 30, 2017

By David Veling

Two years ago, I had the opportunity to partner with a teacher of 14 – 18 year-olds in a largely self-contained program. With more than 40 years of Special Education experience between the two of us, we felt confident that we could put together a meaningful, impactful course plan that would develop self-determination and soft skills and lead to increased independence in employment after high school. We had a well-thought-out set of skills, a logical progression in which they built upon one another, and a sincere belief that we could accommodate, modify, scaffold, or otherwise individualize our lessons to engage and support every learner in the room.

For all of our preparation and certainty of success, our first lesson was a disaster. But it led to honest reflection, and a new plan based on three key strategies that been transformative. Continue reading »