Course Syllabus and Classroom Management Plan

Kelly Kawakami

School Year 2014-2015

I Course Description:

A. Students will learn daily living skills as well as basic academic skills. They will be responsible for putting forth their best effort to achieve the highest standards possible. Students will practice good citizenship, appropriate behavior(honesty, service, discipline), self-regulation (GLO 1 – Be responsible for own learning.) in various settings/environments, job readiness, and community access skills (GLO 2 and 3 – Be a community contributor and a complex thnker).

B. The primary Hawaii Content Performance Standards that will be addressed in this course will guide students to “develop attributes that are critical to a person’s ability to navigate the world successfully in and out of school, at work and at home . . . .” (Career and Living Skills), to “apply knowledge of verbal and nonverbal language to communicate effectively in various situations” (Oral Communication: Conventions and Skills), to “explore and understand educational and career options in order to develop and implement personal, educational, and career goals” (Career Planning) and “to exhibit a physically active lifestyle” (Physical Education).

C. General topics to be covered this year will address functional goals and nurture the student to perform tasks more independently. The central topics will be safety, self-care, work readiness, basic academic skills, computer use or awareness (GLO 6 – Be an effective and ethical user of technology.), problem-solving, environmental awareness, and self-regulation of behavior.

II Instructional Delivery Plan

A. Students will receive individual, pair as well as small group instruction so that they will adapt to different ways of learning and communicating (GLO 1,2,6). Various resources: books, pictures, videos and DVDs, realia, sensory items, internet, software, and physical education equipment, utilized by students in different settings: school, work, community, and home, (GLO 2,3,4) will help students understand, value and relate to their learning in meaningful ways. Once students assimilate foundational knowledge, lessons will expand by focusing more on critical thinking and a greater demand on the student to perform more independently. Lessons will be modified and tiered based on students’ different ability levels. Re-teaching and revisiting foundational lessons will support students’ understanding and retention of material as well.

III Assessment Plan

Students will be assessed using different assessment tools. Some of these tools include data collection materials generated by teachers and IEP team, interviews, performance assessments, observations, and reflections.

Each student will be made aware of expectations for lessons and class performance beforehand. When appropriate, students may use multi-modal forms of expression/ communication: verbal, pointing, writing, drawing, etc. (GLO 5) to show competency when being assessed. Students are given “S” or “U” on their report card and graphs with narratives to show progress on their IEP goals/objectives.

IV. Classroom Management Plan

A.Classroom Rules and CBI Rules

Classroom rules include: a) Listen to teachers. b) Respect. c) High School Behavior

CBI rules include: a) Keep hands and feet to self. b) Stay with group. (Tell adult before leaving group.) c) Use bathroom with adult and partner. d) Listen to teachers. (High School Behavior- age appropriateness).

B.Homework Policy

Homework will be assigned depending on student’s needs. Assignments will teach responsibility for one’s own learning: GLO 1.

Assignments are functional lessons that may incude bringing notices home, taking care of personal belongings, hygiene, bringing field trip forms home, leaving contraband at home, etc.

Rewards and praise are given to student, and parents are informed when work is exceptional or when student shows much improvement,