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BREAKING THROUGH THE BARRIERS :

BREAKING THROUGH THE BARRIERS :. Phase II Autism Therapeutic Schools’ High School Education Program Grades 9-12. Presenters. Gwendolyn B. Murphy Director of Therapeutic Schools Easter Seals Metropolitan Chicago Nicole L. Davenport

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BREAKING THROUGH THE BARRIERS :

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  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 Easter Seals Metropolitan Chicago Nicole L. Davenport School Administrator – Therapeutic School and Center for Autism Research 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

  7. Description of GuideHigh School Grade Report and Transcript- Grade 10B Transcript Grading Scale

  8. Description of GuideGrading Scale

  9. Description of Guide A/.5 C/.5 B/.5 A/.5 A/.5 C/.5 C/.5 A/.5 P 5 Hours A/1 B/1

  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. CURRICULUM ADAPTED: • 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. • Reinforce the use of the classroom/individual behavior chart. • Reinforce the concept of choice-making. • 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. • 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 Easter Seals Metropolitan Chicago wmurphy@eastersealschicago.org Nicole L. Davenport School Administrator – Therapeutic School and Center for Autism Research Easter Seals Metropolitan Chicago ndavenport@eastersealschicago.org

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