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BREAKING THROUGH THE BARRIERS: Phase II Autism Therapeutic Schools High School Education Program Grades 9-12.

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Presentation on theme: "BREAKING THROUGH THE BARRIERS: Phase II Autism Therapeutic Schools High School Education Program Grades 9-12."— Presentation transcript:

1 BREAKING THROUGH THE BARRIERS: Phase II Autism Therapeutic Schools High School Education Program Grades 9-12

2 Presenters Gwendolyn B. Murphy Director of Therapeutic Schools Director of Therapeutic Schools Easter Seals Metropolitan Chicago Nicole L. Davenport School Administrator – Therapeutic School and Center for Autism Research Easter Seals Metropolitan Chicago Easter Seals Metropolitan Chicago

3 Presentation Overview Rationale Description of High School Program Practical Implications: Phases I & II

4 Rationale Personal Experiences ISBE & District Requirements Special Educator Challenges

5 Description of Guide Grade Requirements Transcript Grading Scale Course Descriptions

6 Description of Guide Grade Requirement Checklist - Grade 10B Course Number CourseSemester 1 Credits Semester 2 Credits ESY Summer Credits 10B.1Social Studies III: U.S. History.5 10B.2General Science IV: Physical Science.5 10B.3Mathematics III: Geometry.5 10B.4Occupational Preparation.5 10B.5Modified Public Law TestP/NC 10B.6Service Learning Hours5 HRS 10B.7Recreational/Leisure IV1 10B.8Vocational Education IV1

7 Description of Guide High School Grade Report and Transcript- Grade 10B Transcript Grading Scale Course Number CourseSemester 1 Grade /Credit Semester 2 Grade/Credit ESY Grade/Credit 10B.1Social Studies III: U.S. History 10B.2General Science IV: Physical Science 10B.3Mathematics III: Geometry 10B.4Occupational Preparation 10B.5Modified Public Law Test 10B.6Service Learning Hours 10B.7Recreational/Leisure IV 10B.8Vocational Education IV

8 Description of Guide Grading Scale A COMPLETES GOAL AS WRITTEN OR AT GREATER COMPETENCY B COMPLETES GOAL AS WRITTEN, WITH ONE ADDITIONAL PROMPT C COMPLETES GOAL AS WRITTEN, WITH 2 ADDITIONAL PROMPTS D COMPLETES GOAL AS WRITTEN, WITH 3 ADDITIONAL PROMPTS F COMPELTES GOAL AS WRITTEN, WITH 4 OR MORE ADDITIONAL PROMPTS

9 Description of Guide Course Number CourseSemester 1 Grade /Credit Semester 2 Grade/Credit ESY Grade/Credit 10B.1Social Studies III: U.S. History 10B.2General Science IV: Physical Science 10B.3Mathematics III: Geometry 10B.4Occupational Preparation 10B.5Modified Public Law Test 10B.6Service Learning Hours 10B.7Recreational/Leisure IV 10B.8Vocational Education IV A/.5 B/.5 A/.5 C/.5 A/.5 C/.5 A/.5 P 5 Hours A/1 B/1 C/.5

10 Description of Guide Course Descriptions: State Goal Illinois Learning Standards Course Overview Curriculum (Adapted)

11 Social Studies III: United States History ISBE LEARNING STANDARDS ADDRESSED: State Goal 14:Understand political systems, with an emphasis on the United States. State Goal 16:Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. State Goal 17:Understand world geography and the effects of geography on society, with an emphasis on the United States. State Goal 18:Understand social systems, with an emphasis on the United States. COURSE OVERVIEW : In alignment with the Illinois State Board of Education Learning Standards, this course is designed to help students gain an understanding of the people, ideas, and forces that have shaped and impacted the United States. Based on individual cognitive abilities and needs, students will develop a greater understanding and appreciation for their place in a culturally diverse society. In addition, students will be empowered to claim their rights, balance their own interests with those of the community, and participate effectively within their system of government. In alignment with the Illinois State Board of Education Learning Standards, this course is designed to help students gain an understanding of the people, ideas, and forces that have shaped and impacted the United States. Based on individual cognitive abilities and needs, students will develop a greater understanding and appreciation for their place in a culturally diverse society. In addition, students will be empowered to claim their rights, balance their own interests with those of the community, and participate effectively within their system of government. CURRICULUM ADAPTED: Utilize incidental moments throughout the daily schedule to refer students attention to classroom rules. Utilize incidental moments throughout the daily schedule to refer students attention to classroom rules. Incorporate opportunities within the daily schedule for students to self-monitor behavior. Incorporate opportunities within the daily schedule for students to self-monitor behavior. Reinforce the use of the classroom/individual behavior chart. Reinforce the use of the classroom/individual behavior chart. Reinforce the concept of choice-making. Reinforce the concept of choice-making. Participate in activities requiring the identification of community members/workers and their roles/responsibilities within society. Participate in activities requiring the identification of community members/workers and their roles/responsibilities within society. Incorporate/reinforce key concepts/sight words corresponding to the Bill of Rights. Incorporate/reinforce key concepts/sight words corresponding to the Bill of Rights. Participate in activities requiring students to identify school personnel and their roles/responsibilities. Participate in activities requiring students to identify school personnel and their roles/responsibilities.

12 Practical Implications… Connecting Phases I & II For Educators For Students

13 CONTACT INFORMATION Gwendolyn B. Murphy Director of Therapeutic Schools Director of Therapeutic Schools Easter Seals Metropolitan Chicago Nicole L. Davenport School Administrator – Therapeutic School and Center for Autism Research Easter Seals Metropolitan Chicago Easter Seals Metropolitan Chicago


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