Syllabus

Educational Support 

Syllabus

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):

• 10 Minutes: Preview and Review

• 25 Minutes: Direct Instruction and Group Activity

• 55 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, Kahoot, Carnegie, 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:

• 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 and executive functioning skills.

• Application of learning strategies proven to enhance individual student’s processing and storing of curriculum content.

MAJOR COURSE ASSESSMENTS AND PROJECTS (subject to change based on students' needs)

Unit 1: Executive Functioning Skills

• What are executive functioning skills?

• Developing skills

• Researching skills - Project

Unit 2: ELA: English I

▪ Differentiated and small group instruction aligned to English I course pacing.

Unit 3: Algebra

▪ Differentiated and small group instruction aligned to Algebra course pacing.

Unit 4: Transition Goals and Postsecondary Plans

▪ What are my IEP transition goals and why?

▪ Career Surveys

Unit 5: Effective Learning Strategies

▪ How to Write with more Detail

▪ Using Summaries

▪ Connecting Texts and Images

Unit 6: ELA: English I

▪ Differentiated and small group instruction aligned to English I course pacing.

Unit 7: Algebra I

▪ Differentiated and small group instruction aligned to Algebra I 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.