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Day 4 created by: Halley Gearherd

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Greeting Customers - Course Trailer - TalentLibrary™

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How to Greet Walk In Customers and Boost Sales

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Instructional Strategies:

Visual cues

Task analysis

Modeling

Review lesson prior

Offering choices

Behavior Supports:

Positive reinforcement (verbal, visual, tangible)

First… Then…

Planned ignoring

Breaks

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By 2/28/23, given a visual of greeting options, Jack will greet three “customer” and ask them how they can help the customer in a mock place of employment, across three separate days, with  80% accuracy, as measured by staff observation and data collection.

Objective 1: By 3/11/22, given a visual of greeting options, Jack will greet one “customer” and ask them how they can help the customer in a mock place of employment, across two separate days, with 70% accuracy, as measured by staff observation and data collection.

Objective 2: By 6/3/22, given a visual of greeting options, Jack will greet two “customers” and ask them how they can help the customer in a mock place of employment, across two separate days, with 70% accuracy, as measured by staff observation and data collection.

Objective 3: By 10/15/2022, given a visual of greeting options, Jack will greet three “customers” and ask them how they can help the customer in a mock place of employment, across two separate days, with 70% accuracy as measured by staff observation and data collection.

State Standard: Career Ready Practice #2

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Day 2 created by: Halley Gearherd, June McTeer and Siena Retamoza

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Task Analysis- Fill out your application

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Task Analysis- Fill out your application

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Game- Personal Information Chutes and Ladders

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Game- Personal Information Chutes and Ladders

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Chutes and Ladders Personal Information Questions Board Game

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Day 3 created by: Siena Retamoza

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Students will complete the interview flashcards and the interview notes page.

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Students will:
1. Properly introduce themselves (name, handshake, eye contact)
2. Say what job they are interviewing for
3. Answer one interview question
4. Ask the interviewer one question
5. Conclude the interview

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Instructional Video: Good vs. Bad Interview 

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Instructional Video: Good vs. Bad Interview 

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Bad interviews in movies: https://www.youtube.com/watch?v=GmzYrjAsDng
Bad interview: https://www.youtube.com/watch?v=Ah-IV7DR8oU

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-Setting a goal or objective for the end of the lesson
-Summarizing after each point
-Wait time (processing time)
-Repeated instructions (verbally, visually on the whiteboard and on the projector)
-Numbered instructions

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-Planned Ignoring
-Individual space to work in the classroom (with or without help from an adult)
- Positive Reinforcement
-Written agenda of what we will go over in class
-Scheduled whole group breaks
-Redirect

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Siena Retamoza - Homework due March 21, 2022

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Goal for “Let’s Get a Job”

By 2/28/23, Jack, given a list of 5 interview questions (What are your strengths? What kind of experience do you have? Can you tell me about the role you are interviewing for?), will answer each question accurately using professional language and full sentences with their mock interviewer. The interview will be done in a private setting with 2 prompts observed in 4 out of 5 trials with 80% accuracy as recorded by staff and teacher.

Objective 1: By 5/28/22, Jack, given a list of 3 interview questions (What are your strengths? What kind of experience do you have? Can you tell me about the role you are interviewing for?), will answer each question accurately using professional language and full sentences with their mock interviewer. The interview will be done in a private setting with 3 prompts observed in 2 out of 5 trials with 80% accuracy as recorded by staff and teacher.

Objective 2: By 10/28/22, Jack, given a list of 4 interview questions (What are your strengths? What kind of experience do you have? Can you tell me about the role you are interviewing for?), will answer each question accurately using professional language and full sentences with their mock interviewer. The interview will be done in a private setting with 3 prompts observed in 3 out of 5 trials with 80% accuracy as recorded by staff and teacher.

Standard: ELD.PI.9–10.4.Em. Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

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Day 1 created by: June McTeer

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Day 5 Created By: June McTeer

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Created by: June McTeer

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Instructional Video: Stocking & Facing Shelves

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Instructional Video: Stocking & Facing Shelves

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Uploaded to Padlet by: June McTeer

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Uploaded to padlet by: June McTeer

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Stein Education Center Distance Learning

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Instructional Video: How to Bag Groceries

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Instructional Video: How to Bag Groceries

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Uploaded to Padlet by: June McTeer

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goal created by: June McTeer
Goal Standard: CTE.BCT.KPAS.3.4  “Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans.”

Goal: By 3/27/2023, with the use of visual supports, Jack will be able to complete 3 new vocational tasks (i.e. rolling silverware, stocking/facing shelves and bagging groceries) with 80% success over 4 consecutive trials as measured by teacher-charted observations.

Objective 1: By 6/27/2022, with the use of visual supports, Jack will be able to complete 1 new vocational task (i.e. rolling silverware, stocking/facing shelves and bagging groceries) with 80% success over 1 trial as measured by teacher-charted observations.

Objective 2: By 9/27/2022, with the use of visual supports, Jack will be able to complete 2 new vocational tasks (i.e. rolling silverware, stocking/facing shelves and bagging groceries) with 80% success over 2 consecutive trials as measured by teacher-charted observations.

Objective 3: By 12/27/2022, with the use of visual supports, Jack will be able to complete 3 new vocational tasks (i.e. rolling silverware, stocking/facing shelves and bagging groceries) with 80% success over 3 consecutive trials as measured by teacher-charted observations.

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Created by: June McTeer

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Created by: June McTeer

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Uploaded to Padlet by: June McTeer

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created by: June McTeer
Goal Standard: CTE.AME.A.5.0 “Identify essential industry competencies, explore commercial applications and develop a career specific personal plan.”

Goal: By 3/27/2023, Jack Skellington will identify 4 different jobs that cater to his strengths and interests and state 2 different qualifications needed for each job with 80% success as measured by teacher-charted data and student work samples.

Objective 1: By 6/27/2022, Jack Skellington will identify 1 job that caters to his strengths and interests and state 2 different qualifications needed for the job with 80% success as measured by teacher-charted data and student work samples.

Objective 2: By 9/27/2022, Jack Skellington will identify 2 jobs that cater to his strengths and interests and state 2 different qualifications needed for the job with 80% success as measured by teacher-charted data and student work samples.

Objective 3: By 12/27/2022, Jack Skellington will identify 3 jobs that cater to his strengths and interests and state 2 different qualifications needed for the job with 80% success as measured by teacher-charted data and student work samples.

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created by: June McTeer

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Uploaded to Padlet by: June McTeer
Materials Needed:

Printed and laminated bingo cards

Printed and laminated Bingo Calling Cards

Whiteboard markers, beads, etc. to mark bingo sheet

(Optional) bingo prizes such as edibles, erasers, stickers, or other reinforcing tangibles.

Game Rules:
1. Have a student volunteer pass out bingo cards and whiteboard markers
2. Call out occupations (with or without description) and have students mark the bingo sheet if they have it.
3. Play until a student gets 4 in a row or black out (fill up the whole board)

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created by: June McTeer
Instructional Strategies:

Allowing time for processing

Using visual supports

Repeat instructions

Scaffold directions and assignments to meet student needs

Behavioral Strategies:

Offering choices

Positive reinforcement (i.e. verbal praise, sensory, edibles or tangible)

Using first, then or visual schedules

Use of token boards

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goal created by: June McTeer
Goal Standard:  W.8.2: “Write informative/explanatory texts, including career development documents (e.g., simple

business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.”

Goal: By 2/7/2023, given their completed job application cheat sheet (first and last name, phone number, mailing address, email address, work experience and references), Jack Skellington will be able to fill out a job application with the correct information (first and last name, phone number, mailing address, email address, previous education and work experience) with 80% accuracy on three separate job applications as measure by completed job applications and teacher-charted data.

Objective 1: By 5/7/2022, given their completed job application cheat sheet (first and last name, phone number, mailing address, email address, previous education and work experience), Jack Skellington will be able to fill out a job application with the correct information (first and last name and phone number) with 80% accuracy on three separate job applications as measure by completed job applications and teacher-charted data.

Objective 2: By 8/7/2022, given their completed job application cheat sheet (first and last name, phone number, mailing address, email address, previous education and work experience), Jack Skellington will be able to fill out a job application with the correct information (first and last name, phone number, mailing address and email address) with 80% accuracy on three separate job applications as measure by completed job applications and teacher-charted data.

Objective 3: By 11/7/2022, given their completed job application cheat sheet (first and last name, phone number, mailing address, email address, previous education and work experience), STUDENT will be able to fill out a job application with the correct information (first and last name, phone number, mailing address, email address and work experience) with 80% accuracy on three separate job applications as measure by completed job applications and teacher-charted data.

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Uploaded by: June McTeer
Differentiated practice job applications:
Suggested activities for different levels:
Level 1: Students will match their personal information on the job application.
Level 2: Students will fill out basic information (first name, last name and phone number)
Level 3: Students will fill out more complex information including address and job history.

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Created by: June McTeer
Instructional Strategies:

Allowing time for processing

Using visual supports

Repeat instructions

Scaffold directions and assignments to meet student needs

Behavioral Strategies:

Offering choices

Positive reinforcement (i.e. verbal praise, sensory, edibles or tangible)

Using first, then or visual schedules

Use of token boards

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Created By: June McTeer
Please see document for directions and materials needed.

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created by: June McTeer
Instructional Strategies:

Allowing time for processing

Using visual supports

Repeat instructions

Scaffold directions and assignments to meet student needs

Behavioral Strategies:

Offering choices

Positive reinforcement (i.e. verbal praise, sensory, edibles or tangible)

Using first, then or visual schedules

Use of token boards

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By: Siena Retamoza, Halley Gearheard and June McTeer

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Created by: June McTeer
The purpose of this unit is to expose students to different types of jobs in the community, identify jobs they are interested in, complete a job application, practice doing an interview, building customer service skills and begin job training so that they are better prepared to have a paid or volunteer job in the community.