Syllabus
SYLLABUS FOR:
INTELLECTUALLY DISABLED (MODERATE)/SELF-CONTAINED CLASS
GRADES 9 – 12
DONNA DARNELL
JL MANN ACADEMY
160 FAIRFOREST WAY
GREENVILLE, SOUTH CAROLINA 29607
DONNA DARNELL 864.355.6348
ddarnell@greenville.k12.sc.us
CONTENTS
I. Student Description
II. Course Description
A. Overview
B. Community-Based Instruction
C. Peer Tutor Program
D. Job Site Training/Supported Employment Training
IV. Course Outline
V. Classroom Rules and Expectations
VI. Discipline Procedure
VII. Grading Policies
I. Student Description
This class consists of 11 students with intellectual (moderate) disabilities. They range in ages from 15 to 21 and represent multicultural and diverse backgrounds. Though the primary disability of these students is moderately intellectually disabled, some of the students have varying degrees of cerebral palsy, speech problems, attention deficits, hyperactivity, emotional difficulties, autism and hearing and vision impairments. Some students are in wheelchairs and need assistance with mobility.
The speech language pathologist works directly and indirectly with the students on related communication needs for class activities. Students receiving speech services have goals in their Individualized Education Plan (IEP).
Some students meet the criteria for physical therapy and occupational therapy as outlined in their IEP. Services are rendered on a quarterly basis or as needed.
II. Functional Academics
Eleven students with moderate intellectual disabilities are served by a classroom teacher and three aides. There are seven domains in our functional curriculum. They are as follows: daily living skills, personal skills, social skills, recreation / leisure skills, functional academics, community based instruction, and supported employment.
Listed below are topics covered in each classroom based on IEP objectives:
Functional Academics Daily Living
personal information cooking
calculator use clothing care
survival reading housekeeping skills
time concepts grocery shopping
calendar information kitchen safety
money knowledge community safety
banking procedures
nutrition
III. Course Description
A. Overview
The primary goal is to actively engage students in learning. Every year an Individualized Education Plan (IEP) is developed for each student. The objectives on the IEP are selected by collaborative effort between teacher, parent, student, LEA and other service providers. Goals are usually written in the areas of reading, writing, math, transition, and independent functioning. Each day the students attend an electives (drama, physical education, music, JROTC, art, etc.) An aide/s accompanies the students in class and peer tutors assist as well.
B. Community-Based Instruction
Community-based instruction is taking the functional skills learned in the classroom and applying them to a community setting. Areas involved include the use of grocery stores, department stores, restaurants, and recreational venues. Skills employed by the students include money management, safety, etiquette, and communication skills.
C. Peer Tutoring Program
A peer tutor is a general education student. The peer tutor works in the classroom or in the community with one or more students. Our students benefit greatly from both an instruction and friendship perspective through the relationship with someone else their own age. Peer tutors are assigned to classrooms by the guidance department.
D. Job Site Training/Supported Employment Training
Job Site Training involves both on and off campus work sites. Job Site Training enables students to learn not only the skills of a particular job but also work ethics. Examples of learned skills and behaviors include attendance, stamina/endurance, initiative, responsibility, cooperation, and appropriate social interaction.
On campus job sites vary and are based on student need and IEP goals..
After graduation, often students with moderate intellectual disabilities go to work at an Adult Sheltered Workshop. In these workshops, various fine motor tasks are needed, and the classroom is used as a prevocational training site. Examples of tasks include collating, stapling, sorting, cutting, etc
Supported Employment Training involves a part-time paying job. Students in the past, who have been through Job Site Training, have been employed by Goodwill Industries, Subway Restaurant, Martin’s Nursery, Bone Fish, K & W Cafeteria, etc. If employed, the students may split their time between school and work during the senior year.
IV. Course Outline
All skills taught are based on transitioning moderately intellectually disabled students into adulthood. The goals are very functional and emphasis is on appropriate social conduct and behavior. Based on their abilities and limitations, goals and objectives from the IEP are taught on a continual basis throughout the school year due to the need for constant weekly and daily repetition for learning mastery.
V. Classroom Rules and Expectations
1. Follow the rules outlined in the JL Mann student handbook (i.e., dress code, tardies, absences, etc.)
2. Listen carefully.
3. Follow directions.
4. Respect others.
5. Work quietly.
6. Use age appropriate social skills (i.e., no hand holding, touching, “tattle-telling”,
“baby” talk, etc.).
7. Keep hands to yourself.
8. Wear your identification badge every day.
9. Bring book bag and wallet every day.
VI. Discipline Procedure
Students are expected to follow the rules outlined in the JL Mann student handbook. Failure to do so results in appropriate discipline by administrators. Classroom discipline
1. Verbal correction
2. “Time out” or lunch detention
3. A note sent home
4. Loss of activity (natural consequences...for example: no wallet means no off campus travel)
5. Telephone call to the home
Reinforcement includes:
1. Verbal praise
2. Special privileges
3. Note home
4. Extra computer time
VII. Grading/Assessment Policies
Report cards are issued quarterly. Grades reflect progress on IEP goals and objectives. The grading scale utilized on students’ IEPs will follow the standardized scale used to report progress in self-contained mentally disabled classrooms as presented below:
M = 99 - 100 - Mastered. Student has successfully completed objective according to criteria on IEP.
P = 90 - Progressing. Student is making progress toward goal but not at criteria level yet.
SP = 85 - Slowly Progressing. Student is just beginning to perform task – needs improvement.
NT = Not Taught. Student has not been given opportunity to perform task.
NP = 80 - No Progress. Student has not been able to improve on a task.
R= 70 – Regression. Student has regressed in efforts or refused to do a task.
In addition to IEP progress, quarterly report cards reflect the state mandated numerical guidelines. The students are graded on their individual abilities and teacher observation.
A 90-100 Excellent
B 80-89 Above average
C 70-79 Average
D 60-69 Needs improvement
F below 60 Unsatisfactory
VIII. Non-Instructional Routines
Adults meet students at the bus in the morning. Other adults supervises the arriving students in the classroom. From the classroom, the students are monitored during locker use where they deposit personal belongings and move to first period with the classroom aide.
At lunch, the teachers and aides assist a small group of students that require extra attention (help with trays, feeding). A teacher/aide always supervises students through the lunch line and in the cafeteria. The students sit in the cafeteria together by choice. Teachers and aides sit with the students . Students may sit with the general education population when requested and supervision is available either by staff or general education peers.
Special education buses load approximately 5 to 10 minutes early. Teachers and aides accompany the students to the bus. A bus duty person is always on duty until all special education buses are loaded. The building does open at 7:45 to receive students in the morning that are car riders. Even though the school prefers 8:00 arrival due to proper supervision being available. If you want or need to arrive at 7:45 please communicate with staff so proper coverage can be assigned. The special education morning duty person is located in room 501.
IX. Parent Communication
Parents are contacted throughout the school year and are encouraged to call the school or send notes if a concern arises. During the year, each family receives:
1. Syllabus.
2. Quarterly report cards
3. Telephone calls or notes home as needed.
4. Behavior Intervention Plan (if applicable).
5. Notification of yearly IEP meeting.
6. Field trip / community based instruction / supported employment and training information.
7. Class schedule listed by semester.
X. Class Schedule
Darnell’s Class Schedule
1st Period 8:45 - 10:25 Functional Academics
2nd Period 10:31 - 12:01 Planning
3rd Period 12:07 -12:33 Functional Academics
Lunch 12:33 - 12:58 2nd Lunch
3rd Period 1:02 - 2:03 Functional Academics
4th Period 2:09 - 3:39 Functional Academics