West Mecklenburg High School
Syllabus for Special Education/Occupational Diploma
Teacher Name: Khalill Smart
Room Number: 605
Daily Schedule
Time / Subject / Grade Level
First Period / Biology/General Science / 9
Second Period / Biology/General Science / 9
Third Period / Life Skills Math / 9
Fourth period / Planning / 9
Course Description
The Charlotte- Mecklenburg Schools Occupational Diploma is designed to be a curriculum option for students with disabilities incorporating academic and vocational standards. The curriculum is correlated with requirements from both the federal and state legislation. It incorporates best practices related to the provision of transition services. The program of study sets high expectations for students with disabilities and emphasizes personal responsibility.
The curriculum includes a coordinated set of activities for a student, designed within an out-come oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported-employment, continuing and adult education, adult services, independent living, or community participation.) The activities must be based upon the individual’s needs, taking into account the student’s preferences and interests, and shall include instruction, community experiences, the development of employment and other post school adult living objectives and when appropriate acquisition of daily living skills and functional vocation evaluations.
The curriculum requires a Community-Based Work Training Component that begins with students in the eleventh grade. Eleventh grade students must have an acceptable work performance evaluation in two-four community based training experiences, with a total of 30 hours. Students will be supervised by employees and indirectly supervised by a special education teacher and/or job coach.
The most intensive part of the curriculum is the twelfth grade year in which students will complete all academic prerequisites and will be placed in competitive paid employment. The maximum requirement is 360 hours of successful paid employment by the end of the year.
Curriculum Description
Employment English
Employment English at each grade level teaches functional content necessary for achieving reading, writing, and language competency in the workplace and in community life. The reading component assists students in developing skills needed for decoding and comprehending essential information. Writing instruction emphasizes both comprehension and formulation of written information. Language competencies focus on receptive and expressive communication as well as the mechanics, grammar, and rules of Standard English.
Basic English Skills - American Guidance Service
Life Skills English - American Guidance Service
Basic English Composition - American Guidance Service
English for the World of Work - American Guidance Service
Exploring Literature- American Guidance Service
American Literature - American Guidance Service
Evaluation of Student Progress
The students who are assigned to this class have had psycho-education evaluation and have exhibited discrepancies between aptitude and achievement. The EMD students have tested with an IQ below 70. Evaluation data and formal and informal assessments are used to develop annual IEP’s with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition to academic requirements, all students must also meet the attendance policy requirements of the district.
The students will be periodically evaluated formally and informally using the standard grading scale.
The Occupational Portfolio will serve as an assessment procedure for students in the Occupational Diploma Curriculum.
I will communicate with parents through progress reports, report cards, phone calls, and conferences. Goals and objectives on the IEP will be updated quarterly and the results of the students’ progress will be provided to their parents. Evaluations to measure progress will include curriculum-based assessments and teacher observation.
The grading scale used in our classroom will follow the standardized grade scale used throughout the district. The grades for my studentsare not determined by grade placement, but by their instructional level. The primary goal for each student is to complete the required course work, the work-training program and the Occupational Portfolio for graduation.
GRADING SCALE
A 93-100
B 86-92
C 77-84
D 70-76
F 69 and below
Student Records
Special education students have a permanent record folder and a special due process folder, which are filed in the guidance record room. A file copy of the student’s 2005-2006 IEP is kept in the due process folder, which is kept in the file cabinet located in the main office.The teacher copy is used as a guide for teaching the students and recording their quarterly progress. Grades are recorded in my grade book, which is located on the school’s computer.
Homework Policy
Homework is assigned to reinforce class lessons, IEP goals, and student responsibility. The frequency and difficulty of the homework assignments depend upon the severity of the individual student’s disability and how he/she processes the new material or lessons. If a student does not finish daily work in class, it is then assigned as homework.
Missed Work/Make-Up Policy
Whenever a student is absent from school, the missed class work and/or homework can be made up during the regular class period or at home within 3-5 days after the absence occurs.
Attendance and Tardy Policy
Students must follow the attendance and tardy policy of the School District of Charlotte-Mecklenburg, which is found in the student handbook.
Rules for Student Behavior
1. Follow direction from all staff
2. Raise hand before speaking
3. Be prepared for class
4. Stay in assigned area
5. Respect your classmates and teachers
Consequences for Violating Class and School Rules/Polices
1. Warning
2. Name on board and warning
3. Conference with student and behavior recorded in behavior log
4. Student signs behavior log
5. Phone call to parent
6. After school detention or In school Suspension
7. Referral to office if necessary
At all times, the student handbook will dictate procedures.
Procedures For Non-Instructional Routines
1. The teacher will take attendance during the first five minutes of class.
2.