Syllabus
Educational Support Syllabus
2023-2024
Teacher Name: Stephanie Hall
Contact Information: sahall@greenville.k12.sc.us phone: (864) 735-0823
Google Classroom Code: 4th Block- uwbdcz4
COURSE DESCRIPTION:
Educational Support is an elective course for students who have an active Individualized Education Plan (IEP). The goal of this tutorial course is mastery of IEP goals and improving academic performance in core academic and elective courses. Students are enrolled in one block, typically both semesters of the academic school year. Students earn an elective unit of credit per semester.
INSTRUCTIONAL PHILOSOPHY:
The 90 minute resource class is comprised of direct instruction, small group learning, and individualized instruction. During direct instructional time, students are taught learning strategies to help improve academic performance in core academic courses and they receive intensive preparation for end of course exams (EOC). The time remaining in the tutorial setting is devoted to small group and individualized instruction, self-directed learning, and assistance with core content class work. Strategies of instruction are individualized according to the student’s learning style and academic areas of need. Computers, writers, graphic organizers, verbal and visual cues, and peer learning are used to support deficit areas.
Time Management (How classroom is organized for student learning):
15 Minutes: Preview and Review
30 Minutes: Direct Instruction and Group Activity
45 Minutes: Small Group and Individualized Instruction
Learning activities in the classroom include:
▪ Teacher-led instruction, cooperative learning, differentiated learning, strategy instruction, and computer based practice varied for different types of learners.
▪ Utilization of technology in order to increase student achievement (EX: USA Test Prep, Edmodo, etc.)
▪ Classroom seating arranged based on student need and class activity.
▪ Students with small group, oral, and extended time accommodations will be provided time in the tutorial setting to ensure accommodations are provided in accordance with their IEP.
COURSE GOALS / POWER STANDARDS:
▪ Meet the goals of the individual education plans (IEP).
▪ Support the academics of the student: End of Course Exams (EOC’s), core academic courses, and elective courses.
▪ Strengthen and enhance organizational skills.
▪ Application of learning strategies proven to enhance individual student’s processing and storing of curriculum content.
These standards are based on the South Carolina English and Mathematics Standards for 10th grade.
TSW means “the student will”:
ELA Reading and Writing Standards:
1. TSW cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. TSW Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
3. TSW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
4. TSW Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5. TSW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Mathematics Standards:
1. TSW Define angle, perpendicular line, parallel line, line segment, ray, circle, and skew in terms of the undefined notions of point, line, and plane. Use geometric figures to represent and describe real-world objects.
2. TSW Prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side-Angle, Angle-, Angle-Side, and Hypotenuse-Leg congruence conditions.
3. TSW Construct geometric figures using a variety of tools, including a compass, a straightedge, dynamic geometry software, and paper folding, and use these constructions to make conjectures about geometric relationships.
4. TSW Use the distance and midpoint formulas to determine distance and midpoint in a coordinate plane, as well as areas of triangles and rectangles, when given coordinates.
5. TSW Use geometry concepts and methods to model real-world situations and solve problems using a model.
COURSE GOALS / LITERACY STANDARDS:
▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
· Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
MAJOR COURSE ASSESSMENTS AND PROJECTS:
Unit 1: Effective Learning Strategies
▪ Using Photos and Text to Gain Meaning
▪ Building Schema: Increasing Student Understanding
▪ Analyzing Details
▪ Using Close Reading to Pull Information from Texts
Unit 2: ELA: English II
▪ Differentiated and small group instruction aligned to English II course pacing.
Unit 3: Math Skills
▪ Differentiated and small group instruction aligned to Geometry course pacing.
Unit 4: Transition Goals and Postsecondary Plans
▪ What are my IEP transition goals and why?
▪ Computer Lab: Career Surveys
Unit 5: Effective Learning Strategies
▪ How to Write with more Detail
▪ Using Summaries
▪ Connecting Texts and Images
Unit 6: ELA: English II
▪ Differentiated and small group instruction aligned to English II course pacing.
Unit 7: Math Skills
▪ Differentiated and small group instruction aligned to Algebra II course pacing.
Unit 8: Transition Goals and Postsecondary Plans
▪ Postsecondary Plans Research Project
Unit 9: Effective Learning Strategies
▪ Using Mentor Texts to Support a Claim
▪ Go with the Flow: Note-taking in a Chart
▪ How to use Contextual Evidence in your Writing
Unit 10: Effective Learning Strategies
▪ Using Mentor Texts to Support a Claim
▪ Go with the Flow: Note-taking in a Chart
▪ How to use Contextual Evidence in your Writing
ASSESSMENT AND GRADING PLAN:
Quarter Grade: Determined by the weighted average of assessments during the quarter. The assessments are classified as a minor assessment or major assessment.
Major Assessments: 60% (8 Major Assessments)
Learning Strategies: Test One
English: Writing Assessment
Geometry: How to Make Corrections – Error Analysis (Project Grade)
Transition: Career Survey (Project Grade)
What are my IEP Transition Goals and Why? (Project Grade)
Learning Strategies: Test Two
English: Writing Assessment
Geometry: How to Make Corrections – Error Analysis (Project Grade)
Transition: Postsecondary Education & Career Plans Final Report (Project Grade)
Minor Assessments: 40%
Learning Strategies: Completed classwork for ten learning strategies (10 points each) taught throughout course (total of 100 classwork points).
English: Daily classwork assignments in the tutorial setting aligned to English II course pacing (total of 50 classwork points).
Math Skills: Daily classwork assignments in the tutorial setting aligned to Geometry course pacing (total of 50 classwork points).
Transition: Completed classwork for transition lessons, to include quiz grades and progress made towards final project.
Final Course Grade: First Quarter Grade (45%), Second Quarter Grade (45%), Final Exam Grade (10%)
Late Work Procedure: Student learning is the paramount goal. Late work will be accepted until grades are due by administration at the end of each quarter.
REQUIRED AND RECOMMENDED READING
▪ Novels and Test Preparation Books
COURSE PACING GUIDE
The course-pacing guide is arranged for a 4 x 4 block schedule and a 90-minute class.
Unit 1
Learning Strategies
2.0 weeks
August/January
Unit 2
ELA: English II Course Alignment
1.5 weeks
September/February
Unit 3
Math: Geometry Course Alignment
1.5 weeks
September/February
Unit 4
Transition Goals
1.5 weeks
September-October/February-March
Unit 5
Learning Strategies
1.5 weeks
October/March
Unit 6
ELA: English II Course Alignment
2.0 weeks
October-November/March-April
Unit 7
Math: Geometry Course Alignment
2.0 weeks
November/April
Unit 8
Transition Goals
1.5 weeks
November-December/April-May
Unit 9
Learning Strategies
1.5 weeks
December/May
Unit 10
Learning Strategies
1.5 weeks
January/May