Mr. Jeffrey Wilmott
DESCRIPTION OF STUDENTS
The students who receive support services through a inclusion or educational support model have varying disabilities. Our caseloads mainly consist of students with learning disabilities. Their deficit areas can include reading, writing, math, independent functioning, adaptive behavior, and social/emotional/behavioral. The students are served either on a daily basis as resource students, or on an as needed basis as itinerant students. All of our students have an Individualized Education Plan (IEP). Some students have a Behavior Intervention Plan that has to be monitored as well. There are also students that are considered Other Health Impaired. Some of these students are diagnosed with attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD). Others on the caseloads have emotional disabilities or Autism. All of the students in the inclusion and educational support model receive academic assistance and support from the special education teacher in the general education and special education classroom.
LEARNING AND INSTRUCTIONAL GOALS
Our goal is to assist high school students in meeting their educational needs as identified in their IEP. We assist them with the remediation of deficits in academic areas, monitoring of behavior intervention plans, addressing transition and self-advocacy goals, and preparation for End-of-Course (EOC) tests and the high school standardized test. We also assist students with earning the needed Carnegie units for graduation by reviewing academic information, giving tests provided by general education teachers, monitoring homework, and assisting with projects. Due to the diversity of the students’ abilities and needs, we use a variety of instructional strategies such as whole class instruction, small group instruction, individual instruction, and peer tutoring.
CLASS ROUTINE
Students that are served in the inclusion General Education classroom are seen during their 45 minute period and will follow those assignments that are given to them by the General Education Teacher, with assistance from the Special Education Teacher.
As the students enter the Educational Support classroom, they will perform the bell-work duties listed on the board, which can include gathering needed materials, silent reading, sentence editing, math problems, progress tracker and journal writing. The daily class activities vary and focus on language arts, math, study skills, test-taking skills, note-taking, and organizational skills. The activities are selected to address IEP goals. For the remainder of the class period, the students concentrate on their academic assignments from their general education teachers.
TRANSITION
It is a goal of the Inclusion and Educational Support program that students are able to accept responsibility and act effectively as advocates on behalf of their own needs. Activities addressed can include the following:
1. Following research and discussions on jobs, the student will describe jobs/careers of interest that require post-secondary education as well as jobs/careers that would not.
2. Given information on course offerings and support services, the student will determine possible post-secondary settings to acquire skills for identified career options.
3. Having discussed post-secondary training options, by their senior year in high school, the student will develop a specific plan to reach possible career goals.
4. During IEP meetings, the student will self-advocate and develop goals for his/her future.
ASSESSMENT PROCEDURES/COMMUNICATING WITH PARENTS
Students who are assigned to the Inclusion/Educational Support class have had psycho-educational evaluations and have exhibited discrepancies between aptitude and achievement. Evaluation data and formal and informal assessments are used to develop annual Individualized Educational Plans (IEPs) with appropriate goals. An individual criterion for the mastery of each goal is included in the IEP as are methods by which mastery will be assessed. We periodically assess the students formally and informally using the standard grading scale. Our students will be graded on the work accomplished at their instructional level. Reporting to parents will be done at least every 9 weeks through progress reports and report cards. Reporting to parents periodically will be done through e-mail contacts, notes, letters, telephone calls, and conferences. Goals on the IEP will be updated quarterly and the results of our students’ progress will be provided to their parent/guardian. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, standardized tests, and teacher observations paired with the recording of data. Accommodations and modifications listed in the IEP will be used in the administration of standardized tests and/or EOC exams. An annual IEP meeting will be held according to each student’s annual review end date in special education.
ASSESSMENTS
Student grades in the inclusion general education classroom are completed by their general education teachers.
Student grades in Educational Support will consist of both major and minor assessments. All assignments are tentative and subject to change.
Major Assessments (60%) can include such assignments as:
Weekly Progress Tracker
Goals Project
Career Research Project
Disability Project
Self-Monitoring Assessments
Minor Assessments (40%) can include such assignments as:
Daily Log
Resource Assignments
Journals
Daily Activities
Career Assessments
GRADING SCALE:
A= 90-100
B= 80-89
C=70-79
D=60-69
F=59 and below
The grading scale utilized in our classrooms will follow the standardized grading scale used throughout the school district.
CLASSROOM RULES
During the first few weeks of the year, all rules, consequences, reinforcers, and procedures will be discussed with students and will be reviewed as needed. The school-wide discipline policy and consequences are listed in the student handbook and will be enforced. The teacher will address classroom infractions individually as determined by the offense. Serious offenses will result in a parental contact and intervention by an administrator. The class rules and expectations are posted in my classroom as follows:
Rules:
1. Be on time.
2. Be respectful of all people and property.
3. Be prepared and bring all materials to class.
4. Be positive toward classmates and teachers.
Consequences:
1. Warning
2. Conference with student
3. Move seat
4. Contact a parent
5. Teacher detention
6. Referral
PROCEDURES FOR NON-INSTRUCTIONAL ROUTINES
Class and daily assignments are written on the board before the start of the school day. Students will maintain a class notebook which will organize their daily class work, assignment sheets, and self-monitoring assessments.
SUPPLIES NEEDED
Planner
2-pocket folder with prongs
Pencil (wood or mechanical)
Optional: box of tissue, hand sanitizer, extra loose-leaf paper, Expo markers