Example: Mrs. Gomez is a teacher at East High School and Mr. Jones is a Pre-ETS Provider. In order to create an effective and collaborative lesson plan, Mr. Jones decides it would be a good idea to meet one-on-one with Mrs. Gomez to learn more about her students. Mr. Jones asks the following questions:
- Scheduling: What days and times do students have available for Pre-ETS instruction during the school year?
- Expectations: What school rules and policies are important for me to keep in mind as I plan my lessons?
- Opportunities: What type of learning opportunities are available to students outside of the classroom setting?
- Number of Students: How many students are on your caseload?
- Transition Assessments: What transition assessments have you previously administered to the students?
- Behavior Management and Cues: What current strategies are in place to manage behaviors of certain students?
- Diploma Options: What diploma options are the students currently pursuing?
- Learning Targets and Objectives: What goals do the students have for future employment or postsecondary education?
- Learning Styles and Support Needs: What learning styles seem to work best? What supports or accommodations do the students use?
- Other Notes: What other important information can you provide me about the school or the students?
School: East High School Class/Group: Mrs. Gomez’s Class Date: 10/12/2020
Information about the School
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Scheduling – Days and times students have availability for Pre-ETS |
– Students are available for Pre-ETS on Tuesdays and Thursdays – They are available either from 9:00-10:00 am or 1:00-2:00 pm |
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Expectations – School rules and policies |
– Raise your hand when you want to speak or answer a question – Respect others – Actively listen when other people are talking |
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Opportunities – Learning opportunities available to students outside of the classroom; such as work-based learning, transition fairs, etc. |
– East High School has a Transition Fair once a year in the fall – Over the summer, students can participate in internships that they learn about during the Transition Fair |
Information about the Class/Group of Students
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Number of Students |
– There are 12 students in this case load |
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Transition Assessments – Previous assessments administered to students |
– Students have taken a few interest inventories and preference assessments in order to learn about what type of job field they may want to explore |
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Behavior Management and Cues – Current strategies or cues used to manage behavior |
– All students are reinforced through a “money” system where they are rewarded for good work and positive behavior – They can use the “money” they earn to “buy” rewards from the teacher like snacks and other fun things. – The students respond really well to time warnings, makes it easier to re-direct them to the next topic (For example: 5 minutes left before we move on) |
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Diploma Options – Diploma options that students are currently pursuing
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– 6 students are receiving Special Education Diplomas – 4 students are receiving Alternate Academic Diplomas – 2 students are receiving Regular High School Diplomas |
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Learning Targets and Objectives – Work or postsecondary education goals |
– 7 of the students want to go on to some form of postsecondary education – These goals consist of learning how to fill out an application, learning about disclosing a disability in college, and learning about effective ways to communicate to professors – 5 of the students are going straight into the workforce – These goals consist of learning professional communication and interview techniques and learning how to disclose their disability in the workplace
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Learning Styles and Support Needs – Visual aids, assistive technology, or other accommodations and support needs |
– For this group of students, it is helpful to show multiple examples using different types of media to explain a particular concept. Pictures, videos, and written directions are very helpful. Using only verbal explanations is not very effective. – Most of the students benefit from supports such as alternate testing locations, read aloud, and extended times on exams – One of the students uses an Alternative Communication device to communicate |
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Other Notes – School lingo, acronyms, things to keep in mind about this specific group of students, etc. |
– PBIS: This school implements Positive Behavioral Interventions and Supports – The students enjoy hands on learning and activities that require group work – East High School has a group of students who go to all of the sports games on campus called “The East Beasts”. They often ask if they can volunteer with Mrs. Gomez’s students to help with their internships or other projects. – There are a few students who have a really hard time with loud noises, so when the class gets too loud it’s really hard for them and they may need to take a break – There is a college fair that takes place on campus in the fall, and a job fair in the spring – The WiFi password for the school is GoEast123 |
