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James Willert

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Syllabus

 

               

 

 

 

M/S Special Education

Course Syllabus

2017-2018

 

Classroom Teacher

 James Willert

 

Classroom aides  

Jacqueline Turney

 Luz Broas

Ms. Elaine (one-on-one)

 

 

Room – B12

 

Lakewood High School

4400 Briercrest Ave.

Lakewood, Ca. 90713

 

Phone number – 425-1281 *ext. 3378

 

Fax (562) 429-3234

 

Emailjwillert@lbusd.k12.ca.us

 

                      Teacher conference period- 2nd period 9:32 a.m. to 11:02 a.m.

 

Grading:

 

  • Students will have an IEP or Tri-annual IEP once a year to discuss future goals and progress.
  • Students will be assessed on goals by charting progress.
  • Grades will be determined by participation in meeting I.E.P goals and attendance

 

Parents to provide information

 

  • allergies
  • Community Based Instruction permission slips
  • Emergency contact information
  • Health concerns
  • Completing questionnaire regarding your goals for your child for this school year

 

This M/S class focuses on Independent life skills. Student will receive instruction in daily Life Skills, functional math and English Language Arts and skills needed in the community which meet yearly IEP goals to prepare students for their future.

 

Teaching philosophy:

 

All students have the right to be a valued and contributing member of society.

 

All students are capable of learning regardless of the nature and severity of their disability.

 

The success of this curriculum approach is dependent upon collaboration with

HOME / SCHOOL / COMMUNITY MEMBERS.

 

 

 

COMMUNICATION:

 

Practice skills relating to the ability to comprehend and express information in a variety of ways.  The development of receptive and expressive language skills, including non-verbal and gestured communication system. Students will develop skills to recognize and express emotions.

Examples:

. Receptive language

. Attending

. Facial expression

. Oral motor skills (related to speech development)

.Use of Ipads and other communication systems.

 

 

SELF-CARE / INDEPENDENT LIVING SKILLS:

 

Skills relating to toileting, Healthy Nutritional choices , hygiene/grooming and relaying life information to doctors, police, guardians/assistants.  Includes skills relating to functioning within a home, maintenance of one’s health and purchasing or obtaining goods and services.

Examples:

. Clothing care

. Food preparation

. Feeding

. Housekeeping skills

. Following rules

.travel in the community

 

 

MOTOR SKILLS / MOBILITY:

 

Skills relating to gross motor development and ambulation, including strength, balance and coordination. Skills relating to physical activities. Skills relating to physical activities. Skills relating to increased independence and physical access to both the school campus and community.

Examples:

. Street safety

. Recreational

                                                                      . Walking

Object control

. Mobility skills

 

 

FUNCTIONAL ACADEMICS:

 

Abilities and skills related to academics that also have direct application in one’s life. The acquisition of academic skills that is functional in terms of independent living. The development of prerequisite skills, including fine motor development, cognitive skills, and pre-operation activities.

 

Examples:

. General knowledge

. Attending

. Compute use

. Functional Math

. Concept development

. Functional English

 

* Students will do Reading/symbol identification as a part of English Language Arts.

 

*Students will be able to use dollar over method to make independent purchases in a store setting or restaurant.

 

VOCATIONAL:

 

Abilities relating to procuring or holding a job in the community and the development of specific work skills. May include task completion, self-management, and job-related interactions with peers and adults.

 

Examples:

. Assembly tasks

. Sorting tasks

. Time management

. Following directions

. Left/right orientation

. Independent work skills

 

 

SOCIAL / EMOTIONAL:

 

Skills relating to regulating behavior, social exchanges, coping with demands, and controlling impulses. May include the development of social skills, responding to situational cues and making choices.

 

Examples:

 

. Eye Contact            . Manners

. Compliance             . Anger control

. Sharing and cooperating

. Using appropriate behavior in school/community

 

MOTOR SKILLS / MOBILITY:

 

Skills relating to gross motor development and ambulation, including strength, balance and coordination.

Skills relating to physical activities.

Skills relating to increased independence and physical access to both the school campus and community.

 

Examples:

. Street/Stranger safety

. Recreational

. Walking

.  Object control

. Mobility skills

 

 

RECREATIONAL / LEISURE:

 

Skills relating to pursuing hobbies, interests, sports activities, or other appropriate activities undertaken in free time. May include activities done alone or with others.

 

Example:

. Games, puzzles

. Arts, crafts

. Music, rhythm

. Social gatherings

. Spectator sports

. Hobbies (e.g., collecting things)

. Participation in team or individual sports

Goals as per Individual IEP Goals

 

Students will again a higher level of independence and skill in practical daily life situations through mobility on campus as well as in the community.

 

  1. Students will develop personal hygiene awareness and practical skills.
  2. Student will develop nutritional skills to facilitate a healthy diet.
  3. Students will develop safety awareness regarding community behavior, street safety, protective words and community signs.
  4. Students will develop the skills to use public transportation.
  1. Students will develop skills to purchase items from stores using the dollar over method.
  2. Students will develop the skills necessary to making choice and ordering in a restaurant or fast food establishment.
  3. Students will develop vocational skills to work in the community or a workshop setting.
  4. Students will develop the social and leisure skills necessary to emotional health and appropriate social interaction with family, caregivers, employers and others in the community.
  5. Students will develop communication skills to relay wants and need by using a method which meets the individual student’s needs.

 

 

  1. Students will develop his/her reading, writing, language skills to meet his/her potential.
  2. Students will develop the skills to follow and complete simple verbal 1, 2, 3 step instructions as per the student’s abilities.
  3. Students will develop skills to assist in cleaning, cooking and personal care.
  4. Students will read, write, and communicate effectively using most suited forms of communication.
  5. Learn functional math skills to the best of his/her abilities.
  6. Learn to take care of personal property and make personal decisions.

 

*Students who agree to participate will practice two Christmas songs. Students will participate in the Christmas program by singing and /or choreographed moves on stage to build self-esteem and confidence.

 

*Students will participate in an on campus club “Best Buddies” relating to inter-personal relationships with regular education peers.

 

*As appropriate students will work on and off campus as a part of an IEP individual goal.

 

CAREER PLANNING AND LIFELONG LEARNING SKILLS:

 

Students will be able to:

 

Make informed decisions based on educational and real-life experiences to accomplish a successful transition into a career.

 

Work independently as well as collaboratively.

 

Develop personal safety skills.

 

Behave ethically and exhibit mutual respect in a multicultural and global society.

 

Resolve conflict positively and peacefully.

 

 

DAILY SCHEDULE: (Block Schedule)

 

English/language Arts - Functional Math- (Pull out classes 9:32 to 11:02)- Practical living -, mobility/transportation

 

 -English Language Arts names/address/phone number, written and other communication methods. Reading and Writing development (Nutrition)

 

 

Mr. Willert's conference 9:32 to 11:02

 

 

 

 -Functional math} Money/dollar over, counting, time, calendar, puzzles, games, sorting, vocational skills, shopping from ads.

 

 

 

-Practical living} practice skills necessary to every day life such as cleaning, cooking, health, stranger safety, functional safety words, crossing the street safely (crosswalks, signals, signs and community behavior)

 

 Review of weeks activities, mobility/transportation (CBI) Functional practice in the community, relating to skills practiced in the classroom.

 

Specific Learning Objectives:

 

Students will gain a higher level of independence and skill in practical life situations in the community by improving:

 

  1. Active participation in sitting, standing, walking and transitioning, while being involved in activities of daily living, school work and vocational skills.
  2. Using communication skills regarding their needs and choices.

 

GRADING:

 

Students in M/S classes work toward I.E.P goals.

Students will have an IEP or TRI-ANNUAL IEP (TRI IS EVERY 3 YEARS) once a year unless additional IEP’s are needed. The IEP team will address goals and progress.

Students will be evaluated by noting progress in goal areas.

Students will be getting a letter and conduct grade 4 times per year.

 

I will be sending home requests for further information related to

Allergies, emergency contact information and health concerns

(Please notify me if you have changed any of your emergency contacts or if there is an issue at home that we should be aware of.)

 

Classroom Rules:

  1. Keep your hands to yourself
  2. Use good language
  3. Stay in your seat
  4. Keep a good attitude
  5. Respect the property of others

EXPECTATIONS:

 

  1. We will come into to the classroom and take our seats.
  2. We will do our best work,
  3. We will be kind to everyone in the classroom.
  4. We will follow directions.
  5. We will always have a good attitude.
  6. Have good attendance.

 

 

REWARDS:

 

  1. Our best work makes it to the Super Star list.
  2. Leisure time activities (games, puzzles, CBI, music, movie).
  3. Treats
  4. Pizza parties
  5. The opportunity to be a helper.
  6. Students will earn classroom dollars to purchase items as a reward.

                         

CONSEQUENCES:

 

Moving name from green to yellow then possibly red.

Green- Doing a good job

Yellow- fixes it

Red- lose privileges and/or time out

 

Modes of communication:

 

Students- Verbal, sign language, communication devices, real pictures.

Parents- Student communication books, emails or phone calls home.

 

*Parents:

Here is a list of protective words we practice in the community.  Please practice these words with your child when you are in the community. Our students also enjoy identifying business establishments such as Mc Donald’s, Wal-Mart, Taco Bell, etc.  Encouraging communication skills at home reinforces what we do here in the classroom.

STOP

ONE WAY

QUIET

AIRPORT

RED

WHITE

BLUE

GREEN

YELLOW

ORANGE

BROWN

BLACK

PRUPLE

GO

WAIT

WALK

WOMEN'S

MEN'S

RESTROOMS

CAUTION

CROSS WALK

KEEP OUT

NO RUNNING

NO SWIMMING

HOSPITAL

FIRST AID

DANGER

WET PAINT

BUS STOP

IN

OUT

ENTRANCE

EXIT

YIELD

DO NOT ENTER

KEEP OUT

OPEN

CLOSED

HOT

COLD

POLICE

FIRE

911

TELEPHONE

BUS STOP

PRIVATE

CUSTOMER SERVICE

INFORMATION

BEWARE OF DOG

KEEP OFF THE GRASS

 

*Students will also work on identifying sight word from the district provided list.

 

 

 

 

 

Office staff:

 

Secretaries:

(Position open)

Dawn Couch

 

Principals:

 

Mario Jimenez

Shawn Abbate

 

 

Asst Principal for Special Education:

 

Beth Cohen

 

James Willert Locker