Edison High School
Thomas Edison High School44640505143500 2019-2020Course Name: Senior Transition SeminarTeacher: Jill StarkRoom: 119Phone: 612-668-1300 extension 34034E-mail: Jill.stark@mpls.k12.mn.usCourse Description This course will address the needs of each individual student, as per their IEP (Individual Educational Program) in the areas of Post Secondary Education and Training, Employment, and Independent Living. This course may also address other informal objectives that are not in the IEP. An example of this may include grooming and hygiene, social skills, or other skills necessary as agreed upon by IEP team members. This course also provides opportunities for students to reflect on their day with the use of journaling, goal setting, and check-ins with the teaching staff. Course Objectives: Course objectives are identified by each student’s IEP under the transition area of Post-Secondary Education and Training, Employment, and Independent Living. Embedded in this course include, Social Skills instruction and practice, self-reflection, journaling, calendar use, clock use, self-advocacy skills, and work/instruction towards IEP goals and objectives. Texts and Resources:Materials will be provided. The students’ IEP will be utilized as a guide to individualized instruction.Quarterly Overview of Units As an IB World School, our units are organized around “inquiry questions” which help focus learning, develop curiosity, and promote critical thinking. ?Some of the units and inquiry questions we will study in this class include:UnitInquiry QuestionsGlobal ContextAssessmentsOrganization and Study SkillsHow can I manage and prioritize my assignments as well as increase my task completion?Identities and RelationshipsTurned in assignments and data collection on IEP goals Speech and CommunicationHow can I use my words, sentence and conversation starters, signs, pictures symbols, or communication device to communicate to my peers and staff?Personal and Cultural ExpressionData is collected towards the progress of communication goals.Social Skills How can I advocate for myself using my communication tools to increase my independence?Identities and RelationshipsClass work, modeling, role-play, circles, and additional assessments. Grading Policy This course is graded on a credit or no credit basis. Edison High School has implemented a new grading policy. Please refer to the Thomas Edison Student Handbook for our school-wide assessment policy. The DCD program has incorporated these grading policies to determine whether students receive a credit or no credit. Credit will directly reflect achievement of academic (IEP goals and objectives) standards. 80% of your grade (credit) in this class will be based on your academic achievement on learning objectives identified in student IEP’s. 20% will be based on academic practice, such as classroom work, class participation and other. DCD staff will collect data on student performance based on their identified Goals and Objectives in the Independent Living and Post-Secondary sections of their IEP. This Data will be used to measure achievement towards individual goals and objectives.Grading Breakdown80%Academic Achievement Learning targets are based on identified IEP goals and objectives. You will have several opportunities to demonstrate your comprehension of each learning objective throughout the unit. These opportunities will include tests, quizzes, projects, class work, and additional assessments. Learning objectives will be graded using the rubric shown:ScoreMCA TermsDescription7-8EXCEEDSGot it and more!Excellent, exceptional, extended5-6MEETSGot it!Consistent, accurate3-4PARTIALLY MEETSKinda got it!Basic, simple, inconsistent1-2DOES NOT MEETDon’t get it Yet!Developing, limited, partial0Didn’t do it!Unacceptable, inaccurate, insufficient evidence20%Classwork/HomeworkThese activities allow you to become proficient with the learning objectives. These activities include class participation, group work, and individual class work. To be successful in this class, completing classwork and participation is a necessity. Students who are scored 1-8 will receive a credit. Students who score a 0 will not receive a credit.If you do not complete any of the academic achievement assessments, you will receive an incomplete (I) for the quarter. You must show evidence of proficiency in order to get a grade for the course. After mid-quarter of the following quarter, any unresolved incompletes will become no credit.Assignments: Students will participate in individual and small group activities, such as social skills via games, appropriate conversations role-play, and other tasks towards individual goals and objectives and social success.Attendance and Tardy Policy: Please refer to the Thomas Edison Student Handbook (or work with team if applicable)Classroom Conduct Expectations**Attached is the Classroom Engagement plan. Each student is expected to display TOMMIE PRIDE and follow the Tommie Creed.Tommie Creed and Learner Profile:Team: I will respect myself and others by being open-minded and an effective communicator.Opportunity: I will engage in opportunities to best support my future plans by being a thinker and becoming more knowledgeable of my skills, abilities and interests.Make a Difference: I will honor myself, my family and my school by being principled.Make it Right: I will restore my relationships and advocate for myself. I will be caring and try to understand others by being an inquirer. Integrity: I will make positive and ethical decisions. I will stay balanced and be reflective about my choices.Excellence: I will do my personal best and be a positive and courageous risk-taker.Classroom Rules: Be On TimeBe prepared Be RespectfulAlways do your personal bestMind Your Own Business (M.Y.O.B) ................
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