Academic Skills Class Syllabus
Student Qualifications for Class
Students enrolled in this class must have a current individual education plan (IEP) which specifies that they be in this class. Students earn one Carnegie elective unit toward graduation upon successfully completing the course.
The goal of this course is to assist high school students with earning Carnegie units for high school graduation by following their academic, social and transition goals and accommodations for general education listed in their IEPs. This will consist of one or a combination of class monitoring, oral testing, assisting with class work, extended time for testing, projects and studying for tests. The resource teacher is responsible for remediation in deficit areas, addressing transition and self-advocacy goals, and preparation for the state exit exam. Due to the diversity of student learning styles, abilities, and needs, a variety of instructional strategies will be utilized. The amount of time spent on any one unit will depend on the instructional level of that individual student.
In the English/language arts area students will develop skills in reading, writing and language competencies. The reading component will assist students in developing skills needed for decoding and comprehending information. Written instruction will emphasize both comprehension and formulation of written information. The language competencies focus on the mechanics, grammar and conventions of Standard English. These components are addressed as needed through the general education curriculum using a tutorial model.
In the area of math, students will learn/review functional concepts needed to pass the exit exam. Concepts include basic math skills such as decimals, fractions, percents, basic algebra, basic geometry, statistics, and measurement. The curriculum also includes skills required for personal management tasks such as banking, computing sales tax, and basic employment math operations. These components are addressed as needed through the general education curriculum using a tutorial model.
The goal in the area of transition is to aid students in preparing for the future. Using identified areas of interest, students will research post secondary educational training needed for employment and develop long range plans to attain this goal.
In self-advocacy the goal is to teach students how to advocate for themselves concerning their disability and education. With the resource teacher, students will review their IEPs at the beginning of the year and in the spring. At these times they will discuss what goals have been met and plans for further remediation. The students will advocate for themselves by attending their annual review of their IEP.
Academic Skills is a tutorial class therefore instruction is received on an individual basis per each student’s IEP. All skills listed below will not be taught to all students as they will be determined based on the student’s deficits. The skills below are reinforced through the work that students bring to resource from their regular education classes and lessons taught by the resource teachers.
* recognize and use vocabulary by employing analysis
* use research and resource materials
* read paragraphs, short stories, and poems for content identifying main idea, details, sequence, cause and effect, and fact/opinion
* identify elements of literature
* Identify literary devices and story structure
* use grammar and punctuation effectively
* write a paragraph with a topic sentence, supporting details, and a concluding sentence
* write an extended response with introduction paragraph, body of 2-3 paragraphs, and a concluding paragraph
* compute fractions, decimals, and percents
* solve equations and inequalities
* add, multiply, divide polynomials
* factoring quadratic equations
* solving systems of equations
* learn basic terms and procedures of statistics
* interpret data such as tables, line graphs
* measure using both customary and metric
* measure angles
* compute area, circumference, perimeter, using plane geometry
* compute volume using solid geometry
*identify numerous types of employment and their area
* research education and skills needed for areas of interest
* develop a long range plan to obtain employment of interest
* review IEP objectives and accommodations with resource teacher at the beginning of the year
* review IEP in the spring
* attend annual review of IEP and be proactive
* Self Advocacy Website
Class Procedures and Discipline Policy
Students are to be in the classroom before the tardy bell. Planners are to be on their desk and open to the correct date. The teacher will check the planners and assess what work students have to do for that particular day.
Come to class on time.
Come to class prepared to work
Have a good attitude and treat others with respect.
Abide by rules and procedures in the student handbook.
Be a self-advocate in a positive way!
The teacher will follow a five-step discipline plan for minor infractions. Step 1 Student warning
Step 2 Parent contact
Step 3 Teacher consequence
Step 4 Parent conference
Step 5 Referral to an administrator
Parents are advised of their student’s grades by progress reports and report cards from their general education classes. The resource teacher will also send progress and quarterly reports detailing the student’s progress toward reaching the goals of their IEP. Parents are also contacted on an as-needed basis through phone calls, emails, or notes sent home.