Profile: Emma T., age 16

Preferences:

• Prefers hands-on learning and interactive activities.
• Enjoys working in small groups or one-on-one settings.
• Likes using technology and visual aids in learning.

Interests:

• Passionate about architecture and building design.
• Interested in shooting sports and desires to participate in hunters safety training.
• Wishes to obtain a GED as a pathway to a career in architecture.

Needs:

• Academic support to improve her reading level from a 6th-grade level to a level more commensurate with her age and career goals.
• Emotional and motivational support to help her remain engaged and to build her confidence in her academic capabilities.
• Guidance and support in preparing for the GED, including tutoring in specific subjects where she may be lacking.
• Assistance in navigating and accessing resources for hunters safety training and other educational opportunities in her areas of interest.

Strengths:

• Demonstrates a clear understanding and appreciation of spatial and structural concepts, which are key skills in architecture.
• Shows resilience and determination by seeking to complete her GED and pursue a career
• Strong visual-spatial abilities, which are beneficial in both her interests in architecture and shooting sports.

Additional Notes:

Emma dropped out of high school and missed her 3 year reevaluation for SpEd services in California. Then she moved with her boyfriend's family to Oregon. She refuses to say more about her past. Emma's previous experience on an IEP suggests she has had challenges that require special educational strategies and support. It is essential to reassess her current educational and emotional needs to tailor a support plan that aligns with her aspirations. Regular counseling and mentorship would help Emma stay on track towards her GED and future career, ensuring she has the support to manage her education and personal development effectively. Emma's underdeveloped social-emotional skills and disengagement in self-advocacy and job readiness stem from past experiences, but she is eager to turn things around and make positive changes in her life. Her experience with vaping on school grounds serves as a learning opportunity, highlighting the importance of making responsible choices and understanding the consequences of her actions.

Personalized Education Plan: Emma T.

1. GED Preparation: Emma will receive personalized tutoring sessions to improve her scores on GED practice tests. SMART Goal: Achieve a score of 150 or higher on each GED practice test by the end of the semester.
2. Social-Emotional Learning (SEL) Development: Emma will participate in SEL workshops and counseling sessions to enhance her social-emotional skills. SMART Goal: Demonstrate improved self-advocacy and interpersonal communication skills by actively participating in SEL activities and demonstrating positive interactions with peers and staff.
3. Job Readiness Training: Emma will attend weekly job readiness classes focusing on resume building, interview skills, and workplace professionalism. SMART Goal: Create a professional resume and cover letter, and actively engage in mock interview sessions to build confidence and readiness for future employment opportunities.
4. Drug Cessation Program: Emma will attend the 10-week drug cessation classes after school to address her vaping habit. SMART Goal: Successfully complete the drug cessation program and demonstrate a commitment to maintaining a drug-free lifestyle.
5. Architectural Studies: Emma will participate in specialized courses and workshops focused on architectural design. SMART Goal: Develop a portfolio showcasing architectural sketches and designs, demonstrating proficiency in fundamental architectural concepts and techniques.
6. Adulting 101 Class: Emma will actively participate in the Adulting 101 class, engaging in weekly discussions and activities covering essential life topics. SMART Goal: Attend and actively participate in all Adulting 101 classes, demonstrating increased knowledge and skills in essential life areas.

Overall Progress Evaluation:

Regular progress evaluations will be conducted to track Emma's academic performance, social-emotional growth, and readiness for post-secondary education or employment. Emma will receive ongoing support and guidance from school staff, counselors, and mentors to ensure her success in achieving her goals and becoming a productive and fulfilled member of society.

Attendance and Participation Goal:

Emma acknowledges her history of skipping school and being 10-day dropped. Her goal is to attend school regularly and actively participate in all classes and activities to maximize her learning opportunities and achieve her educational and career goals.