Syllabus

JL Mann High School

Essentials of English,  , Social Studies / Government, Employability Education, and Intensive Reading S44 Syllabus

2023-2024

 

Heather Salter

Room 509

Voicemail:  355-4775

Email:  hsalter@greenville.k12.sc.us


Google Class Codes for 2023 - 2024

Employability Education:   akudwme 

English:    ix7tp2m 

Social Studies:  2nd semester

System 44:  3ecphrr

 


 My class schedule:

 1st  Semester

1st period  8:45 - 10:25 English / Career Placement / Career Experiences

2nd period 10:31 - 12:01  System 44

Lunch 12:01 - 12:26

3rd period 12:30 - 2:03   Planning

4th period 2:09 - 3:39  Employability Education  / Career Placement / Career Experiences


2nd Semester

1st period   8:45 - 10:25 English / Career Placement / Career Experiences

2nd period 10: 31 - 12:01  Social Studies / Career Placement / Career Experiences

Lunch 12:01 - 12:26

3rd period 12:30 - 2:03  Planning

4th period 2:09 - 3:39  Employability Education / Career Placement / Career Experiences 


Tutoring Time: Available upon Appointment Daily


Office Hours Monday - Friday

My planning periods are from 12:30 - 2:00  Monday - Friday


II.        Course Description

South Carolina High School Credential (formerly known as the Occupational Diploma) serves with students with Learning Disabilities, Emotional Disabilities, Mild Intellectual Disabilities, Autism, and Other Health Impairments as well as Orthopedic Impairments. 

To align with the State’s Profile of the South Carolina Graduate, an opportunity that will assist these students in acquiring skills necessary to be successful after high school is critical. The purpose of S.C. Code Ann. Section 59-39-100 and State Board of Education Reg. 43-235 is to provide equitable job-readiness opportunities for these students throughout the state, ensure they have evidence of employability skills, and honor the work they have undertaken in our public schools 

Students with Individualized Education Programs (IEPs) may earn a state-recognized South Carolina High School Credential. The credential is not a state high school diploma. The South Carolina High School Credential is recognized only in South Carolina. The credential is intended for students with disabilities who have IEPs who may be unable to successfully complete all requirements for a state high school diploma. The student’s IEP team will determine whether the student is eligible (or qualified) to participate in the course of study to work toward earning the credential. The credential is designed to provide work readiness education and training for students served under the Individuals with Disabilities Education Act to prepare them to enter the workforce or continue their education after high school. Under South Carolina state law, students who have not earned a state high school diploma may stay in school until age 21. Therefore, a student with a disability may continue attending school to work toward earning the credential until age 21. If a student with a disability earns the credential, but wants to continue working to earn a high school diploma, the student can continue attending school until age 21. Not all universities, colleges, and technical schools will accept the credential for admission without the student meeting other requirements. This decision is made by each individual university, college, or technical school. 

Students must meet the minimum requirements for attendance as set forth by local school board policy, successfully complete a minimum of twenty-four units of credit, to include four English, four math, four employability education, two science, two social studies, one technology, one health/PE or its equivalent, and six additional elective courses. In addition, a student must complete a career portfolio, and independently develop and present a multimedia presentation to describe accomplishments and goals. Work experience is subject to IEP team approval with an expected minimum of 360 work-based learning/training hours that must be completed. All students are required by the South Carolina Department of Education to participate in all high school accountability assessments or alternate assessments as defined by the state.

ESSENTIALS OF ENGLISH 1, ESSENTIALS OF ENGLISH 2, ESSENTIALS OF ENGLISH 3, ESSENTIALS OF ENGLISH 4 (9th - 12th grades)

Essentials of English I emphasizes English Language Arts literacy concepts that are aligned to the South Carolina College-and Career Ready Standards and the Profile of the South Carolina Graduate. This course will provide an integrated model of literacy and self-determination skills necessary for daily living and the world of work. The integrated model of literacy for this course will focus on inquiry, analysis and communication to explore literary, informational, and non-print text. 

Essentials of English II emphasize English Language Arts literacy concepts that are aligned to the South Carolina College-and Career Ready Standards and the Profile of the South Carolina Graduate. This course will provide an integrated model of literacy and self -determination skills necessary for daily living and the world of work. This course will focus on immersion of effective communication skills in both daily living and employment settings with the use of standard rules of convention and syntax to give and request information. 

Essentials of English III emphasize the English III course of study aligned to the South Carolina College-and Career-Ready Standards and the Profile of the South Carolina Graduate. This course will provide an integrated model of literacy and self-determination skills necessary for daily living and the world of work. This course will focus on reading, written and oral expression of information required in a variety of daily living and employment settings. 

Essentials of English IV emphasize English Language Arts literacy concepts that are aligned to the South Carolina College-and Career-Ready Standards and the Profile of the South Carolina Graduate. This course will provide an integrated model of literacy and self-determination skills necessary for daily living and the world of work. This course will focus on the integration of reading, written and oral expression through technology and research for daily living, employment, self-advocacy and social purposes. 

EMPLOYABILITY EDUCATION I, EMPLOYABILITY EDUCATION II, EMPLOYABILITY EDUCATION III, and EMPLOYABILITY EDUCATION IV (9th - 12th grade) 

The Employability Education I course is designed for students to explore interests, research careers, create resumes, practice interview skills, and conduct informational interviews and job shadows.  This course is designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and maintain employment and make career advancements. Students will participate in school-based learning activities including work ethic development, job-seeking skills, decision-making skills, and self-management.  Students will begin a career portfolio as part of the requirements for the South Carolina High School Credential.  Formal career planning and development of knowledge regarding transition planning begins in this course and continues throughout the strand of the employability education courses.

The Employability Education II course is designed to develop skills generic to all career majors; resource management, communication, interpersonal relationships, technology, stamina, endurance, safety, mobility skills, motor skills, teamwork, sensory skills, problem solving, cultural diversity, information acquisition/management, and self-management. This course content is focused on providing students with a repertoire of basic skills that will serve as a foundation for future career application. Students will expand their school-based learning activities to include school-based job shadowing and work-based learning activities. Job seeking skills also will be refined. Students may be involved in on-campus vocational training activities such as school-based enterprises, hands-on vocational training in career education courses and the operation of school-based enterprises. Additionally, the course will continue the focus on the development of self-determination skills as well as the career portfolio.

The Employability Education III course is designed to continue the development and begin the application of employability skills. Work-based learning activities are provided including school-based enterprises, community-based training, job shadowing, job sampling, internships, situational assessment and apprenticeships. These work-based activities allow students to apply employability skills to a variety of employment settings and demonstrate the effectiveness of their work personality. Multiple opportunities for leadership and self-determination development are provided.  

The Employability Education IV course gives students the opportunity to synthesize all the skills acquired in previous employability preparation courses and apply them to their personal career choice. This course allows students to solve work-related problems, practice self-advocacy skills and master the theoretical and practical aspects of their career choice. Students finish completing the 360 hours of work-based learning/ training opportunities that are required for successful  

INTENSIVE READING (9TH – 12TH grade) INCLUDED IN ENGLISH CLASS

        In this class the computer program System 44 / Read 180 will be utilized. System 44 / Read 180  are the leading blended learning intervention programs building reading comprehension, academic vocabulary, and writing skills.  It involves whole group instruction at the beginning of the lesson. Following the whole group instruction the class will break up so that each student will work independently on a specified path fit to meet their individual needs. This may include independent reading, student applications on the computer, and small group learning After working independently, the class will come back together for another whole group instruction session to reinforce what they have learned across whole group, small group, and individual learning.  

Units of Study


ESSENTIALS OF ENGLISH


Novel:  to be determined

Access and use library, internet and reference materials 

Obtain information needed for a variety of purposes (ie daily life, employment, training and leisure)

Set and plan for a realistic goal (ie personal and educational)

Distinguish between first-, second- and third-person objective, limited and omniscient points of view.

Understand organization and basic features of print

Understand the difference between facts and opinions, how to support a main idea with relevant details and how to organize thoughts into logical sequence.

Recall personal identifying information in order to complete forms and communicate with others.

 Persuasive and Narrative writing - 3 to 5 paragraphs

Interview Skills

Use communication skills appropriate for electronic devices for both personal and professional reasons. 


EMPLOYABILITY EDUCATION


               What is your disability?

What is your learning style?

What accommodations / modifications do you need to be successful?

Online Portfolio    - Resumes, Letter of Introduction, Goal Statement, etc.

Demonstrate the importance of making decisions that reflect wise choices, setting goals, determining the steps to achieve those goals, and effective problem-solving,

Develop a plan of study that will help bridge secondary and post-secondary options upon the completion of the credential.

Understand the importance of critical thinking, problem-solving, time management, judgment and decision-making, personal appearance and care, social perceptiveness and leadership qualities.

Utilize aptitude and ability assessments to explore career options. Learn the transition components of the IEP to assist in planning for post-secondary choices.


SOCIAL STUDIES  / GOVERNMENT


Demonstrate an awareness of the organizational structure of the United States Government and its functions.

Demonstrate an understanding of foundational American political principles and the historical events and philosophical ideas that shaped the development and application of these principles. 

Demonstrate an understanding of civil liberties, the role of American citizens in the American political system, and distinctive expressions of American political culture.

Demonstrate an understanding of the physical and human characteristics of places, including the creation of regions and the ways that culture and experience influence the perception of place.


INTENSIVE READING


            System 44 intensive reading program

 

  The Goals listed on the IEP will also be addressed throughout the course. 

·         The rate at which topics are covered are tentative. 

 

            

Students will also work in MannMade, our Heatpress / Embroidery business run by the South Carolina High School Credential Classes at JL Mann.  

III.     Instructional Philosophy

 

I expect my students to come to class prepared to learn.  The lessons in my class will begin with a warm-up / review of previous skills.  Students are expected to be active participants in class lessons.  This means that each student will take notes, will participate in group and individual activities, ask questions when he / she does not understand, and complete all assignments. 

 

 

 

IV.       Assessment Procedures 

 

Grading Scale:

        90 – 100    A

        80 – 89      B

        70 – 79      C

        60  - 69     D

        0 – 59       F

 

Grades will be averaged based on tests and projects counting fifty percent of the nine week grade. Daily work, quizzes, and classwork will count fifty percent.

 

Evaluation data including formal and informal assessments are used to develop annual IEP’s with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which the mastery will be assessed. 

 

Students will be assessed daily for progress. Each day student will have class work or class activities, which will allow monitoring of their progress on a given skill. Students will be graded using the standard grading scale on work accomplished at their instructional level. Grades will be recorded in the grade book by subject area. Tests will be given at the completion of a unit. Quizzes will be given in preparation for a test.

 

Extra help will be given before school or after school when scheduled in advance. 

Opportunities to redo assignments will be given as needed for low grades on assignments / tests or if the assignment is unreadable. 

Special Education Progress Reports will be sent home every 4 ½ weeks along with progress reports and report cards.

 

V.          Classroom Conduct

 

All students are expected to be responsible and productive members of class. Students are to follow the teacher’s instructions and treat other students and adults with respect. If a student has an individualized Behavior Plan attached to his/her IEP. There will be more specific procedures for managing behavior.

Students are expected to follow all school and district rules outlined in the student planner. 

 Please refer to the student planner for a listing of all school and district rules.

 

Collecting and Returning of Papers

 

All class will be collected by Teachers or put in the proper drawer or folder.

All work will be recorded in the grade book and returned in a timely manner.

Tests and quizzes will be kept by the teacher.

 

Missed Work

Students are expected to make-up any missed work due to absences. We will work individually with students to assure all work is completed. If a student is absent, make up work will be located in a folder hung on the wall located in my classroom.  It is the student’s responsibility to pick up the work.  All work must be completed within a week of the absence unless documented otherwise in the IEP. 


Schoolwide Late Work Policy

To better provide consistency across the school, J. L. Mann will adhere to the following late work policy. If a student is present in the classroom and the assignment is not completed, the chart below will be followed for the first 2 - 4 days. 

Class period 1 = -15 points  

Class period 2 = -10 points  

Class period 3 = -10 points  

Class period 4 = -10 points 

No late work accepted after class period 4 

**Students' IEP may state differently.  If so, the teacher will follow the IEP guidelines.


School Cell Phone / Earbud / Headphone Policy

Cellphone, Earbuds, and Electronic Devices Usage:


        Classroom Supplies

 pencil, paper, highlighter, portfolio, spiral notebook, colored pencils, erasers, markers


                           

 

VI.       Communicating with Parents 

 

Special Education Progress Reports will be sent home every nine weeks along with report cards.

 

Parents may be contacted several times throughout the year by newsletters, phone, work samples, notes, conferences, and emails. Parents will also be provided with an annual IEP.

 

Please feel free to contact me. I will be glad to return your phone call or email within 24 hours. Ways to contact me:

Call me at 355-4775.

Email me at hsalter@greenville.k12.sc.us

Refer to my webpage for general information and the news section for dates of major projects/ assignments. My website address is http://teachers.greenville.k12.sc.us/sites/hsalter/default.aspx

Send a note in your student’s planner

Call the Guidance office to set up a conference.

The teacher reserves the right to change or adjust any section to more adequately meet the needs, abilities and interests of the students.