Syllabus
RESOURCE CLASS
OF
BLUE RIDGE HIGH SCHOOL
GRADES 9 – 12
SYLLABUS
for
Teresa Ferguson
2020-2021
I. Introduction
We offer two (2) support service models: the resource program and the itinerant program. The resource class may also be called a resource/tutorial class or an educational support class. We see resource students for one period each day. This is the maximum we can count the students on our rolls. Some students take resource both semesters; others, only one semester. The itinerant program requires the student to physically enter the resource classroom every day for a minimum of ten minutes. During this time they work on objectives included in their Individual Educational Plan (IEP) and hopefully inform the resource teachers of anything they need assistance with. Both the resource and itinerant students are monitored by the special educators to encourage success in their academic classes.
We are also providing 2 structured reading programs for those students who have difficulty with reading and reading comprehension. I will be teaching the Read 180 class and Mr. Blackwell is teaching the System 44 class.
Read 180 Universal is a comprehensive, blended learning solution proven to acelerate the reading levels of students in Grades 4-12. It is a reading program designed for struggling readers who are reading 2 or more years below grade level. It provides blended learning instruction ( combining digital media with traditional classroom instruction), student assessment, and teacher professional development. Read 180 is delvered in 45 to 90 minute sessions that include whole-group instruction, three small group rotations, and whole-class wrap up. Small group rotations include individualized instruction using an adaptive computer application, small group instruction with a teacher, and independent reading.
System 44 is a foundational reading program designed for the most challenged struggling readers in Grades 3 -12. Intentionally metacognitive, System 44 helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered.
II. Schedule
Blue Ridge High School is on the block system. Therefore, my schedule changes each semester. My planning is 1st period.
The basic schedule is:
1st period - 8:45 – 10:15
2nd period - 10:20 – 11:50
3rd period - 11:55 – 1:55
Lunch 12:40 - 1:05
4th period - 2:00– 3:30
I also am usually at school by 8 AM and stay until 4 PM or later.
III. Description of Students
The students who receive support services have normal (or higher) IQ’s, are in all regular academic classes with non-disabled peers, and are pursuing a state high school diploma. They have varying disabilities such as learning disabilities, emotional disabilities, and/or other health impairments. My case load consists of 30 students, with a variety of learning disabilities. Each learning disabled student has at least one deficit area; many have two or more. Deficit areas may be basic reading, reading comprehension, math calculation, math reasoning, written expression, oral expression, and/or listening comprehension. I also have several students who are classified as having other health impairments.
IV. Learning and Developmental Goals
My goal is to assist high school students with earning needed Carnegie units for graduation by administering tests, monitoring academic progress, homework, assisting with organizational skills, and encouraging completion of tasks. I am also responsible for remediation of deficit areas, monitoring of behavior intervention plans, and addressing transition goals. Due to the diversity of my students’ abilities and needs, I will use a variety of instructional strategies such as whole class instruction, small group instruction, individual instruction, and peer tutoring. I use manipulatives such as flash cards, study guides, etc. to enhance learning.
First Semester in the Read 180 Class
Getting Started Unit
The Read 180 Experience
Darline's Story
What's Your Mindset
Understanding Mindset and Building Your Brain
Larning rotations & Classroom Routines
Explore the Knowledge Map: Explore Your Interests
Workshop 1: At First Sight
Anchor video
concept Map & Content-Area Vocabulary
Magazine Article- Can We Believe What We See?
Nonfiction Book: The Magic of the Mind
Comprehension: Identifying Central Idea & Details
Informative Paragraph
Investigate Careers: Dr. Elizabeth Loftus
2nd Semester
Workshop 2: Who Am I?
Anchor video
Essay: Road to Success
Interview: Living Outside Tribal Lines
Novel: The Absolutely True Diary of a Part-Time Indian
Essay: Fish Cheeks
Poetry: A Place Without Shame
VI. Instructional Materials and Resources
textbooks from academic classes maps
notebook paper graphic organizers
pencils, pen, markers posterboard
index cards construction paper
calculators white board and dry erase markers
cassette players spell checkers
television books on tape
computers and software magazines
newspapers puzzles
educational games rulers, clocks, measurement devices
dictionaries protractor
graph paper plastic, paper money
assorted novels variety of teacher-made materials
consumable books tape, scissors, glue
reproducible materials guest speakers
fraction manipulatives measurement manipulatives
VII. Assessment Procedures
The students who are assigned to special services have had prior psychological evaluations and have exhibited discrepancies between aptitude and achievement, or have met other placement criteria. A variety of assessments, as well as parent and teacher input, are then used to develop an IEP with appropriate accommodations, goals, and objectives. Each objective lists the criterion by which mastery will be assessed. In addition to academic requirements, each student must also meet the attendance policy requirements of the school district.
Grades to use on the report card are determined by grading daily skillwork done as well as tests. . Students are graded daily on work they do on their grade level.
All students in special services resource or itinerant programs will participate in state and district assessments. Accommodations for these assessments are available but must be determined by the IEP team prior to testing.
Reporting to parents will be done at least quarterly through progress reports and report cards. Goals and objectives on the IEP will be updated at these same times and should arrive home with your child’s progress report and/or report card.
VIII. Grading Scale
The following grading scale used in my classroom will follow the standardized grading scale used throughout Greenville School District.
90 – 100% A
81 – 90% B
70 – 79% C
60 – 69% D
0 – 59% F
Grades in my class are not determined by their grade placement or their grade-level academic progress, but rather by instruction at their ability level.
IX. Rules for Student Behavior
Rules for my class are clearly displayed on my classroom walls. Of course, the student handbook provides details regarding each area of discipline. Some of the individual things I require are:
§ Respect feelings, property, & space of others.
§ Be on time to class.
§ Bring all needed materials to class
§ Look at the board for each day’s assignment and begin working, even if not being told to.
§ Clean up your area before leaving my room
§ No food or drink (other than water).
§ When you finish with your daily assignments, read or find something educational to do and don’t bother others.
Consequences
According to the infraction, consequences will include:
§ Warning to student
§ Individual student conference
§ Parent contact (phone or e-mail)
§ Assigned detention (either in after-school detention or with me)
§ Referral to office
A student who needs to change his or her behavior will be given a spoken direction. If a second correction is needed, the student will be spoken to before leaving class that day. .
Behavior problems that go beyond these limits will require the following steps:
1. Conference with student.
2. Phone call to parent. Possible assignment to after school detention.
3. Possible assignment to after school detention.
4. Referral to the office. (In cases of serious misbehavior such as fighting, this may be the first step. See student handbook for consequences of misbehavior.
For blatant misbehaviors (fighting, extremely rude or disrespectful behavior, vandalism, etc.) the administration will be called .
X. Procedures for Non-instructional Routines for the Resource Program
A. Upon arrival to class, the students will pick up notebooks from the shelf and begin work on bell ringer. .
B. The teacher will check the roll (on the computer), appropriate dress code compliance, and student identification badges.
C. Assignments each day are written on the board. Students are expected to look at the board, get necessary tools, and begin work.
D. Class time will be divided between working on skillwork and receiving assistance with individual assignments. Their skillwork is in a binder, which stays in the classroom, and includes work directly related to objectives addressed within their IEP’s.
E. The teacher will check skillwork as students finish in order to give immediate feedback. The teacher will also help students with difficult tasks from regular classes to promote good grades in the general academic classroom.
XI. Presentation of Rules and Procedures
During the first week of each semester, all rules, consequences, and procedures will be discussed with each class. Rules are posted in the class and are discussed as needed.
XII. Communicating with Parents
Parents will be contacted throughout the school year and are encouraged to call or e-mail any concerns. Parents are routinely sent:
§ Copy of classroom rules, expectations, and procedures
§ Progress reports each 4 ½ weeks with an interim progress reports from special services attached
§ Quarterly report cards with quarterly progress reports from special services attached
XIII. Miscellaneous
The resource and itinerant programs will support and reinforce the instructional goals of the general educational classroom teachers. The resource teacher will give assistance with student’s academic classes, especially concentrating on areas of the students’ deficit area(s). The resource teacher will also provide assignments related to career exploration, self-advocacy, and preparation for post-secondary education.