Syllabus

Karen Anderson

Riverside High School

794 Hammett Bridge Rd.

Greer SC 29650

CONTENTS:

I. Student Description

II. Team Teaching Approach

III. 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

VIII. Non-Instructional Routines

IX. Parent Communication

X. Class Schedule

I. Student Description

This class consists of 16 students who are being served the ID Mod self-contained classroom. They range in ages from 14 to 21 and represent multicultural and diverse backgrounds. The population of my class has changed and most of my students are on the spectrum.

The speech-language pathologist works directly with the students on related communication needs for class activities. Students receiving speech services have goals on their Individualized Education Plan (IEP).

One student meets the criteria for occupational therapy as outlined in their IEP. Services are rendered on a quarterly basis or as needed.

II. Team Teaching Approach

The students and are served by one classroom teacher and 2 aides. We also collaborate with other self contained teachers if appropriate.

Listed below are some of the topics covered in each classroom based on IEP objectives:

· Functional Academics

· Daily Living

· Reading

· Writing

· Math

· personal information

· calculator use

survival reading

· time concepts

· grocery shopping

· calendar information

· money knowledge

· community safety

· Vocational Kits to increase work behaviors and fine motor skills

· Activities designed to stimulate student language/speech

· PE/Chorus class to enhance student's social skills

· CBI - Community Based Instruction

· · Journal Writing

II. 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 come from a collaborative effort between teacher, parent, and student. Goals are usually written in the areas of reading, writing, math, transition and adaptive behaviors. Each day students attend an elective, usually art or PE. An aide 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, laundromats, 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 assigned to us from Service Learning class. 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.

IV. Course Outline

All skills taught are based on transitioning the 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 Riverside 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. Bring book bag and wallet every day.

VI. Discipline Procedure

Students are expected to follow the rules outlined in the Riverside student handbook. Failure to do so results in appropriate discipline by administrators.

Reinforcement includes:

1. Verbal praise

2. Special privileges

VII. Grading/Assessment Policies

Report cards are issued quarterly along with interim progress reports. 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 = Mastered. Student has successfully completed objective according to criteria on IEP.

P = Progressing. Student is making progress toward goal but not at criteria level yet.

SP = Slowly Progressing. Student is just beginning to perform task – needs improvement.

NT = Not Taught. Student has not been given opportunity to perform task.

NP = No Progress. Student has not been able or has refused to perform 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 Mastered

B 80-90 Progressing

C 70-80 Slowly Progressing

D 60-70 Not progressing

F 50-60 Not progressing need to revisit the goal

Students are given folders to keep their daily schedule in and to take notes to and from school.

VIII. Non-Instructional Routines

The students arrive on the bus or by car in the morning during the time period of 7:45 to 8:15. They come directly to class to get ID badge. A small group goes to get breakfast from the cafeteria and will eat in the classroom. When breakfast is complete the students will start on their assigned work task

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. notebooks/Folders sent home daily

2. Syllabus.

3. Interim progress reports.

4. Nine-week report card.

5. Telephone calls or notes concerning behavior or other concerns.

6. Behavior Intervention Plan (if needed).

7. Notification of yearly IEP meeting.

8. Field trip information.