Presentation on theme: "Resource Department Bill Leather & Jesse Nolan. Naperville North High School Resource Program Location: Naperville North High School 899 N. Mill Street."— Presentation transcript:
Naperville North High School Resource Program Location: Naperville North High School 899 N. Mill Street Naperville, IL 60563 Naperville Community Union School District (NCUSD) 203 Hours Of Operation: Monday Through Friday (School Year) 7:30am–5:00pm Summer Program through the NCUSD 203 via application Contact Information: Susan Hubbard Instructional Coordinator Phone: 630-420-4040 Fax: 630-420-3246 Email: email@example.com@ncusd203.org Website: www.ncusd203.org/north/depts/specialed/specialed.html
NNHS Resource Program Mission Statement To provide organizational study skills and academic strategy support to compensate for a specific Learning Disability (LD) and to offer students qualifying for learning disability programs a full range of services from Learning Disability resource to self contained instruction.
Programs in the Resource Department Resource Program Instructional Program Behavior Disorder Program Multi-Needs Program Multi-Needs Transition Program Vocational Services
Resource Program Designed for: Students identified as having a specific learning disability in the area of reading, arithmetic, or written expression and who are capable of receiving instruction in general education classes. These students fully participate in the regular school day and take the same classes as piers without learning disabilities. Focus: To provide for a pre-determined number of minutes per week, organizational study skills, and academic strategy support to compensate for weakness. Faculty Role: To manage student profiles and accommodations, monitor student progress, and to provide consultation services. Each faculty member is responsible for many student’s cases. Student Role: To self-advocate and be aware of their own strengths, weaknesses, and special accommodations needed to be successful.
How It Works Placement: Students are tested with a series of questions ranging in difficulty from simple addition and reading comprehension to solving abstract mathematical puzzles. This determines where the students strengths and weaknesses lie and allows for a higher level of individual program planning. Evaluation: A test similar to the placement test is given periodically for evaluation of the student’s progress. Operation: Students are responsible for asking for help. They go to the resource room where staff are on hand to help student’s with homework and provide a less anxious atmosphere for test taking. Staff are also allowed to “aid” students in the test taking process without giving them answers. The option of taking tests here provides students with as much time as needed for the test, thus lowering the anxiety that many LD students experience when attempting a timed test. The program also provides students with the choice of teachers for a class that has multiple instructors.
Instructional Program Designed for: Students with a significant specific learning disability or a mild impairment of cognitive functioning. These students participate regularly, but not fully in “mainstream” courses that their non-learning disabled piers take. Focus: Special classes are offered in the major core curriculum areas which offer a functional curriculum in order to prepare students for the world of work, daily living, and if appropriate, post-secondary education. Faculty Role: To manage student profiles and accommodations, monitor student progress, and to provide consultation services. Each faculty member is responsible for many student’s cases. Student Role: Students within the program are encouraged to take classes in general education, and with resource support provided.
How It Works Placement: There are two types of tests: 1. Similar tests to that of the resource program which determine the student’s strengths and weaknesses in order to provide an individualized program for their LD. 2. Tests that measure cognitive functioning for students with a slight impairment of cognitive functioning. (Mentally Handicapped Students) Evaluation: Staff in the Instructional Program monitor their students’ progress and grades and evaluation tests are used to evaluate this progress. Operation: Students are required to attend their special functional curriculum classes that contain only other students in the Instructional Program. They are also required to work with their case worker for a certain number of hours a week (determined by case worker). Students then participate in “mainstream” classes throughout the rest of the school day.
Behavior Disorder Program Designed for: Students with a behavioral and/or emotional disabilities, which meet the federal and state criteria. Focus: Special classes are offered which parallel the general education curriculum, yet are modified, if needed, to meet individual student needs. The goal of this program is to get students out of the program, i.e. correct the behavioral/emotional disorder. Faculty Role: To provide ongoing counseling and support with the goal of increasing self-esteem and academic success. Each faculty is responsible for many students’ cases. Student Role: Students are encouraged to take classes in general education as is appropriate to meet their educational needs.
How It Works Placement: To be placed in the behavior disorder program, students must meet the state and federal criteria for behavior and/or emotional disabilities. This can be measured through tests, but often case studies and student behavior records and case studies are sufficient to advocate placement in the program. Evaluation: A behavioral level system provides the framework whereby students achieve academic and behavioral expectations. Student progress in monitored by staff and documented in their case studies. Operation: Students are required to attend the special behavior disorder classes they are enrolled in. These classes are different from those of the instructional program in that they are regular classes (english, science, math, history, etc.) that are modified to address the behavioral/emotional disabilities of the students. These classes contain only students in this program.
Multi-Needs Program Designed for: Students up to the age of 18 who have been identified with moderate, severe, or profound disabilities. Focus: Special classes are offered which represent the instructional domains of community, domestic, vocational, recreation/leisure, and functional academics. To offer a number of related services which are delivered by integrating these services within the curriculum. Faculty Role: To maintain balance between general education requirements, multi-needs program classes and related services. Faculty members are assigned to monitor several students’ cases. Student Role: Students are encouraged to take classes in general education as is appropriate to meet their educational needs.
How It Works Placement: Students are placed in one of the following ways: 1. Testing similar to that of the resource program to determine the kind of learning disability and where student weaknesses lie. 2. Students who have a mental or physical disability. Evaluation: Students progress is monitored by their individual case worker and course content and expectations are modified to accommodate individual needs. Progress is indicated by students performance in both general education and multi-needs classes. Performance evaluations for learning disabled students (non-handicapped) can be administered through tests similar to those of the resource program. Operation: Students are required to take a certain number of multi-needs program classes in the areas of community, domestic, vocational, recreation/leisure, and functional academics. They are also required to report to their individual case worker. An advantage of this program is that course content and expectations can be modified by instructors to accommodate individual needs.
Multi-Needs Transition Program Designed for: Students in the 18-21 year old age range who have or have not completed their high school degree and need assistance with developing adult responsibilities. Focus: To transition students to adult opportunities in the areas of vocational, community, domestic, and recreation/leisure skills. Faculty Role: To provide contact with the students on a daily basis and encourage them to successfully transition into adult life. Each faculty member is assigned to several students’ cases. Student Role: Students spend most of their day outside the school setting, taking advantage of opportunities offered to them throughout the community and school district.
How It Works Placement: Students placed in the multi-needs program are automatically enrolled in the transition program. Evaluation: Evaluations are handled through the multi-needs program. Operation: Students spend most of their day outside the school setting and maintain contact with their individual case worker. These students are responsible for taking advantage of adult opportunities offered to them, with the focus on exiting the transition program and entering adulthood.
Vocational Services Designed for: All students involved in any of the resource programs. Focus: To provide in school classroom and work opportunities as well as community based job training and placement as needed and appropriate. Faculty Role: To facilitate vocational classes, job placement assistance and job coaching. Each faculty member is assigned several student cases. Student Role: To utilize the facilities offered to them (i.e. vocational classes, job placement assistance and job coaching) in order to enhance their transition into adulthood. To keep contact with adult vocational service providers and to possibly become a client of the Illinois Department of Rehabilitation, if appropriate.
What We Learned The resource department is divided into many specific programs to best facilitate the needs of individual students. Students in many of the resource programs participate in the “normal” school day in some capacity. A program is offered (multi-needs program) that aids the needs of students who are older than the average high school student in order to provide skills needed to enter adulthood. Vocational services are offered to all students involved with the resource department. Some special classes in the resource department do not modify course content, but instead direct the instructional methods towards correcting a behavioral/emotional disorder.
A Band Director’s Perspective As band directors, we feel it will be important for us to become aware of students’ learning impairments and/or physical and mental disabilities in order to develop inclusive instructional methods. It is imperative that all students feel comfortable and included in all instruction. This can be made possible by working closely with students’ case workers and understanding students’ individual needs. This program provides a valuable resource for teachers in that we have the option of referring students who we feel are struggling in class due to a learning or physical/mental disability. Through our awareness of students’ learning tendencies in our classroom, we can suggest their involvement in such a program to provide a furthering of their academic and social development. We highly recommend this program and will do our best to cooperate and/or develop such a program in the schools in which we teach.
Special Education Links (Click on links within slide show) The Special Ed Advocate Newsletter The Council for Exceptional Children (CEC) Council for Learning Disabilities (CLD) Division for Learning Disabilities (DLD) International Dyslexia Association LD Online Schwab Foundation for Learning Learning Disabilities Association of American (LDA) National Center for Learning Disabilities (NCLD) National Institute of Mental Health
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