Thank You
It is very mixed emotions that I am announcing that I have accepted a position with Garfield County School District as the Speech-Language Pathologist. I have loved being the Extended Core Program teacher. It has been a joy to be a part of this team. I hope I leave a legacy of love and excellence. I am so proud of those peer tutors and paraprofessionals with whom I have shared this time. To my parents and families, I have loved being part of your team. It has been an incredible ride and the support from the Jordan High administration past and present is never taken for granted. I have to thank the teachers of Jordan High School who also have made this inclusion program the top notch program it is today.
I will miss you all and this new classroom.
I won't miss the traffic, smog, and urban pace. As most of you know, I love rural life so at this time, being able to go to Garfield County is such a great place for this garden loving eco- friendly teacher.
I will miss you all and this new classroom.
I won't miss the traffic, smog, and urban pace. As most of you know, I love rural life so at this time, being able to go to Garfield County is such a great place for this garden loving eco- friendly teacher.
Utah Tax forms
I sent home the tax form for you to complete and return form MR. Sherwood's signature. If you have not returned it please bring it when you come for parent teacher conferences and we can get the signature at that time.
Transition Skills Curriculum
As the students work toward post high school, we in the ECC also work towards the same goal: College and Career Ready.
This set of activities allows us to look at and explore the many facets of post high school life. Choices include CTA (Canyons Transition Academy) and for some, you may wish to look at Aggies Elevated
This set of activities allows us to look at and explore the many facets of post high school life. Choices include CTA (Canyons Transition Academy) and for some, you may wish to look at Aggies Elevated
Medicaid Information
Today I am sending home a letter from the district on Medicaid. I have attached it here as well. We start a reporting week today. This is when Kay Parker and I report all our daily activities in 15 minute units. As the letter explains, this helps cover part of the services your student receives.
Things We Are Learning
The first quarter has gotten underway and we are working on Language Arts, Science, Mathematics, and Transition Skills.
This year I have created groupings for the classes so that everyone is working on their goals within the same subject. For example the advanced reading group is working on reading with "expression" and the emerging readers are working on community signs and important names and survival information. In between are the readers whose focus is decoding or reading words accurately and fluently. The math focus is money this quarter. Some are making change, some are counting mixed change and pricing/paying for items. Other quarters we focus on time, reading charts, tables, graphs and schedules. In science we have two areas; our environment(botany/agriculture) and ourselves (health and fitness). For Transition the focus is independent self help skills (tie shoes, maps, directions, community based training, and hygiene) to be as ready for a career as possible and the next step in post high school education.
below is a slide show of what we use to chart progress in these areas.
This year I have created groupings for the classes so that everyone is working on their goals within the same subject. For example the advanced reading group is working on reading with "expression" and the emerging readers are working on community signs and important names and survival information. In between are the readers whose focus is decoding or reading words accurately and fluently. The math focus is money this quarter. Some are making change, some are counting mixed change and pricing/paying for items. Other quarters we focus on time, reading charts, tables, graphs and schedules. In science we have two areas; our environment(botany/agriculture) and ourselves (health and fitness). For Transition the focus is independent self help skills (tie shoes, maps, directions, community based training, and hygiene) to be as ready for a career as possible and the next step in post high school education.
below is a slide show of what we use to chart progress in these areas.
Our garden is emerging from its slumber
Student Disclosure
Please read and sign after reviewing with your student.
Disclosure Statement
Extended Core Curriculum
Jordan High School
2014-2015
Welcome to the Extended Core Curriculum Program. This program is designed to extend the core subjects of science, language arts, mathematics, and transition to this program. We are Life Skills. When you are in my classroom you will be learning and practicing things you will use at school, home, and in your community. You will practice doing things to do well and be part of the school elective classes you will take. You will be practicing those really important skills like counting and budgeting money, managing your time, and things for yourself. You will learn to write your name in cursive and personal information such as lunch numbers and addresses. You will practice skills you will need in social settings such as dances, extracurricular activities here at school and with your family.
These classes are designed just for you. They are created to make your ready for life.
Because these classes are designed at your level and with the help you need, we expect you to try hard and do your best. This is why all the classes will be graded as pass/fail. I will be counting all the points! My grades are specially designed for you.
You will be graded on the work you do and YOUR BEHAVIOR and effort in doing that work.
Extended Core Curriculum
Jordan High School
2014-2015
Welcome to the Extended Core Curriculum Program. This program is designed to extend the core subjects of science, language arts, mathematics, and transition to this program. We are Life Skills. When you are in my classroom you will be learning and practicing things you will use at school, home, and in your community. You will practice doing things to do well and be part of the school elective classes you will take. You will be practicing those really important skills like counting and budgeting money, managing your time, and things for yourself. You will learn to write your name in cursive and personal information such as lunch numbers and addresses. You will practice skills you will need in social settings such as dances, extracurricular activities here at school and with your family.
These classes are designed just for you. They are created to make your ready for life.
Because these classes are designed at your level and with the help you need, we expect you to try hard and do your best. This is why all the classes will be graded as pass/fail. I will be counting all the points! My grades are specially designed for you.
You will be graded on the work you do and YOUR BEHAVIOR and effort in doing that work.
Grading:
10 points = on time when the bell rings. You lose a point for every minute late.
10 points = ready to go with basic materials at your work area
10 points = starts work within 3 minutes of directions
10 points = completes task and puts away materials when finished
10 points = follows class rules for respect of self and others
10 points = works with a positive attitude and cooperation on assignments
*****************************************
10 points completes 25% of work assigned
20 points completes 50% of work assigned
30 points completes 75% of work assigned
40 points completes 100% of work assigned
A passing grade is 60 points. So you can see that you pass this class with your participation. The rubric gives us a all a reliable grade as to where you are in your learning of skills designed for you.
My website for this class is http://extendedcoreprogram.weebly.com Here I have explained the stages and the rubrics and provided the examples.
I have read this disclosure with my parents and I agree to follow the class rules and expectations.
_________________________
Parent Signature
______________________________
Student Signature
10 points = on time when the bell rings. You lose a point for every minute late.
10 points = ready to go with basic materials at your work area
10 points = starts work within 3 minutes of directions
10 points = completes task and puts away materials when finished
10 points = follows class rules for respect of self and others
10 points = works with a positive attitude and cooperation on assignments
*****************************************
10 points completes 25% of work assigned
20 points completes 50% of work assigned
30 points completes 75% of work assigned
40 points completes 100% of work assigned
A passing grade is 60 points. So you can see that you pass this class with your participation. The rubric gives us a all a reliable grade as to where you are in your learning of skills designed for you.
My website for this class is http://extendedcoreprogram.weebly.com Here I have explained the stages and the rubrics and provided the examples.
I have read this disclosure with my parents and I agree to follow the class rules and expectations.
_________________________
Parent Signature
______________________________
Student Signature
Classroom Rules Explained
The Four Stages of Learning
We all learn in the same way. Some of us take longer than others to move through stages. Some stages we will never master. Some stages we do not need to master. How many of us will ever need to master In the Extended Core Curriculum the areas that are required are: Science, Language Arts, and Mathematics. I also include Transition; those skills we need to grow towards independence and self reliance.
We all have areas of strength and weakness. Think about this. We all are different. Some students have an incredible artistic sense, while for others it is music or performing. When it is a strength, it takes less time to pass from Stage 1 to 4. When it is a weakness it simply means more time and more practice. Within the Extended Core Curriculum the movement may be slower but we do move. We move together. This is in plain view in each room where we learn. It is from the progression that I chart our movement.
We all have areas of strength and weakness. Think about this. We all are different. Some students have an incredible artistic sense, while for others it is music or performing. When it is a strength, it takes less time to pass from Stage 1 to 4. When it is a weakness it simply means more time and more practice. Within the Extended Core Curriculum the movement may be slower but we do move. We move together. This is in plain view in each room where we learn. It is from the progression that I chart our movement.
The Extended Core Standards describe academic content towards which students with significant cognitive disabilities should work to achieve competencies in math, science and English language arts (ELA) at each grade level from kindergarten through twelfth grade. The Extended Core Standards have been developed over several years, reviewed by numerous local and national experts in curriculum and special education including, special educators, teachers representing all grades, university educators, curriculum and assessment professionals at the Utah State Office of Education (USOE), parents of students with significant cognitive disabilities and/or representatives from the Utah Parent Center (UPC).
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Charting Movement or Progress
This year I introduced Rubrics to my data collection methods.
Rubrics are tables that identify parts of goal. As students learn the peer tutors and assisting paraprofessionals keep track of the progress. Each time, they mark the date and their initials into the box that represents the match to the work accuracy. Here are a set of rubrics used either for the student IEP or for the State Assessment.
Rubrics are tables that identify parts of goal. As students learn the peer tutors and assisting paraprofessionals keep track of the progress. Each time, they mark the date and their initials into the box that represents the match to the work accuracy. Here are a set of rubrics used either for the student IEP or for the State Assessment.
Working on Handwriting
http://fivejs.com/life-skills-for-kids-filling-out-forms/ We are working on filing out forms students will be using as they expand their community experiences. The link explains why forms should be practiced and what you can do at home to support this skill.
The information we review and practice will then be practiced in mock forms. We also shred these "documents" when they are no longer held in their work portfolios.
Our practice is done using cursive practice on the iPad, practice paper sheets where the size is reduced from 3/4 inch to 1/4 and lots of in context practice. When signing we use a blue ink pen.
Forms we will be learning about are the Employment W4, library card, voter registration, applications from local businesses (many are now online so it is getting harder to teach!)
The information we review and practice will then be practiced in mock forms. We also shred these "documents" when they are no longer held in their work portfolios.
Our practice is done using cursive practice on the iPad, practice paper sheets where the size is reduced from 3/4 inch to 1/4 and lots of in context practice. When signing we use a blue ink pen.
Forms we will be learning about are the Employment W4, library card, voter registration, applications from local businesses (many are now online so it is getting harder to teach!)
Websites for the ECC student
Science for Extended Core: How we use the content to also include listening, vocabulary, context clues and technology
Today we used a very easy technology tool called, Show Me, an iPad app that let's me record a lesson and show it on the iPads. The students can pause it, listen again but best of all be independent as they go through these lessons based on Time For Kids text. This aligns with the core curriculum for biology and our identifying data. Here is our Show Me lesson. http://www.showme.com/sh/?h=XaNJYOG