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Dear parents, Enclosed you will find a few resources
I put together to help you navigate our
new world of middle school.Hold your breathe and dive right in.
Ill
meet you on the other side!-Janelle
Charter Oak Unified School District
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The Lifespan of Special Ed
Maslows Hierarchy of Needs
CommunicativeIntent
BASICS 2Curriculum
Prompt Levels Applied Behavior Analysis
Function ofBehavior
Other Behavior Goodies
ADHD Intellectual Disabilities
Autism Williams Syndrome
Cerebral Palsy Epilepsy Fetal Alcohol Syndrome
Asthma
Guideposts for Success
Royal Oak Contacts Block Schedule Mainstream Strategy
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2 3 4 5
6 7 8 9
10 11 12 13
14 15 16 18
19 25 26 28
29 33 35 36Electives Break/Lunch
StrategyGeneral Education
CurriculumCommunity Based
Instruction
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The Lifespan of Special Education
Early Intervention: Premature birth, complications during
pregnancy, and delayed milestones are how a child communicates that
he will need special help throughout life. As soon as a doctor
diagnoses the child, a regional center provides services to help
with speech, behavior, physical therapy, and occupational
therapy.
Preschool: Teaching by playing is key here.
Elementary: Address behaviors. Learn to be a student. Basic
reading/writing/math. Explore self.
Middle school: Develop social skills. Maintain confidence and
self esteem. Develop friendships. Improve skills.
High school: Begin to create a path for transition. Develop
scope for a career path. Maintain skills.
Transition: Vocational assessments, work experiences. Maintain
skills.
Independent Living: Right now, almost 300,000 individuals with
disabilities are in jail or homeless. The education system must
teach students how to behave and how to lead a fulfilling life.
This must change. It is in the hands of educators. See supportive
public housing.
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Maslows Hierarchy of Needs
Meeting the needs listed above are the key to helping children
become helpful, happy productive members of society. If he cannot
breath, he will not want to read. If he has proprioceptive
dysfunction, and does not feel safe in his body, he will not sit
and work. If he has no friends, he will not follow directions at
recess. If he does not experience pride and accomplishment, he will
not take risks in the classroom. If he does not feel like he is
truly contributing to his community, he will not work to make the
community a better place.
Preventative care: meet these needs to avoid undesireable
behaviors.
Physiological
Safety
Love/belonging
Esteem
Self Actualization
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Communicative Intent
Communicative intent is a students interest in com-municating
with others. He may have good communi-cative intent, but limited
communication.
This means staff must use Maslows Hierarchy of Needs to survey
the child and better understand what the child needs to continue
with instruction.
Developmental Milestones 7 mo-1 year: Babbles, immitates, a few
words 1-2 years: Follows simple commands, 2 word phrases, acquires
new words regularly 2-3 years: Word for almost everything, 2-3
word
phrases, names objects to ask for them 3-4 years: Answers simple
who, what, where, talks
about activities, 4 word phrases 4-5 years: On topic, listen to
story, answer question
Tips for communicating: Simplify vocabulary: Instead of locate,
say touch. Shorten the length of the sentence: Messages
should be positive, direct and uncluttered. Desk please.
Show your meaning in gestures: Model. Walk the child to the
playground, hand him a ball.
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BASICS 2 Curriculum Framework
The BASICS 2 Curriculum Framework is a framework that helps to
structure the instruction for students in need of a functional life
skills curriculum.
Functional Academics: Basic reading, writing, and math skills.
Recipes, community signs, expressive vocabulary, money,
comparing/sorting, describingDomestic Domain: Skills needed to help
himself. Hygiene, self care, eating appropriately,
cleaningCommunity Domain: Skills needed to access the community.
Table manners, personal space, self ad-vocacy, transportation,
relationships, datingVocational Domain: Skills needed to get and
main-tain a job. Following directions, completing a task, self
control, classroom jobs, chain of commandRecreation and Leisure
Domain: Skills needed to interact with others casually. Appropriate
behavior, hands to self, appropriate conversations, contributing to
a game, taking an appropriate break, friendship
All areas of the students day require instruction and support;
especially eating, hygiene and free time. Students who do not
receive adequate instruction in all five domains will not learn the
appropriate way to interact with others and will not be allowed to
partici-pate in local community activities. These students will not
lead happy productive lives and may end up institutionalized.
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Prompt Levels
Because our students are not receiving instruction in California
State Standards, they are not graded with the letters A, B, C, D,
or F.
We assess our students based upon how indepen-dently he/she can
perform a task. It does not matter if the child can add, subtract
and multiply with constant teacher suport. What truly matters is if
he can add to-gether items, independently. We must foster skills
for independent living and smooth integration into local
communities.
Level 5 (Independent): Student consistently self initiates
across people and settings. Level 4 (Rehearsal): No physical
contact to complete
the task. Will complete task under supervision from an adult in
at least two settings.
Level 3 (Application): Student will perform task in one setting,
with adult support, with one of the follow-ing supports: verbal,
gestural, modeling.
Level 2 (Emerging): Instructionally ready, but is inconsistent
in task completion. Student requires re-
peated directions. Level 1 (Redirection): Skill has been
introduced, but
student requires direct teacher intervention due to
behaviors.
Level 0 (Dependent): Skill has been introduced, but student is
not making progress even with continuous support.
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Applied Behavior Analysis
When a strange, abnormal, or non-preferred behavior occurs, it
is a typical response to think, what is wrong with that child?
Shift thinking from fixing the child, to adjusting what you are
doing to meet his needs. Spend a few days taking the ABC data
before you jump to conclusions about how bad a child really is.
Antecedent: What happens right before the be-havior? This cannot
be assumed. Look at the envi-ronment, retrace the childs steps. Ask
yourself who, what, where, and when. Behavior: What is the
behavior? Describe what the behavior looks like, not what you think
it is. It is not a tantrum. It is dropping body to the ground,
hit-ting ground with closed fist, screaming me, no all done and go
away. Consequence: What happens right after the be-havior? Does he
release energy? Sensory feed-back? Does he escape work? Does he
escape a crowd of people? Does he gain attention?
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Function of Behavior
All crazy behavior communicates a need. Mom snaps and yells at
her kids because she is tired and needs sleep. Kid hits the aide
because his van is late and he has anxiety he needs to be reassured
he will be safe and go home soon. This gets back to Maslows
Hierarchy of Needs!
After you consider Maslows Hierarchy of Needs, take the ABC
data, look at the environmental factors and changes, you are ready
to find the why.
Most common practice in Applied Behavior Analysis is to survery
these four needs: Sensory: His body is out of balance and needs
more input of output to feel safe. Escape: The task is too hard,
innappropriate, the
room is too loud, the people are mean, and the child wants to
get away.
Access: He needs something to feel safe and secure, he wants a a
person or an object to help
him feel better. He wants to go to a favorite place on the
playground, or be with a favorite person.
Tangiable: He is motivated by wanting a toy, food, a ball, a
gift.
SEAT functional analysis is great! But honestly... it comes down
to physiological, safety, love/belong-ing, esteem, and self
actualization. Meet those needs and you will have happy, well
behaved kids.
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Other Behavior Goodies
Developmental age: Are you aware of the developmental age of the
child? Are you providing curriculum and instruction that is
appropriate to the developmental age of the child? Are you
providing access to phsycial age appropeiate experiences? Peer
mentoring: Being around compassionate, patient, loving, and
selfless general education peers will fix behaviors faster than any
behavior support plan. Social stories: Often times anxiety triggers
a mixed up brain and students become terrified of changes, new
places, new people, etc... A social story helps them to learn the
new routine, and learn that the new routine is safe. Its almost
like when you say something over and over and over again, and it
makes you feel better. These can be on paper or through
video.Visual schedule: If students are not aware of what to expect,
they may not be willing to follow directions. A visual schedule
acts as a contract, communicating the expectations to the child and
encouraging participation. Premack principal: First you work, then
you get a reward. Its a contract. But dont forget to keep your end
of the deal. Proximal support: Sometimes just being close to the
teacher helps a child to perform more appropriately. Just like you
teach better when your principal is in the room with you. Sensory
breaks: There are five senses, and some kiddos can-not regulate all
five at the same pace as you and I. They need to leave the room, go
for a walk, calm down and refocus. Two positive choices: People are
more willing to participate in a program if they are given options,
as opposed to being dictated what to do. Happy face chart: Help
children to monitor their own behavior. Treasure box: Bribe em with
goodies. That instrinsic motivation will come eventually. But for
now, being motivated by access to a sticker or a small Mc. Donalds
toy will have to do.
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ADHD
Students with ADHD have decreased blood flow and electrical
activity in the frontal lobe (executive function). Her brain is
anatomically differently than her peers. Her neurotransmitters dont
transfer messages from one side of the brain to another as
efficiently as others. When you start to feel frustrated, remember,
she wants to succeed just as much as any other kid. She wants to
feel loved and make you proud. You have to help her to achieve
this.
Promote effective completion of assignments Define goals clearly
and provide concrete examples Offer a rationale for completing the
assignment Provide clear, concise, step-by-step directions Have
students first review the assignment List all materials needed
Explain how assignments will be evaluatedProvide structure for
on-task behavior Assign a classmate to help students stay on task
Tailor pace of instruction to students needs Arrange more frequent,
yet shorter, study periodsSupport self management skills Have
students evaluate their own work, helping to cor-
rect their mistakes Teach and have students practice study
skills, such as
skimming, previewing and highlighting Teach techniques such as
learning strategies and
content organizers Teach self regulation strategiesUtilize
effective teaching techniques Use methods that reflect the students
cultural sty Monitor student learning and modify or supplement
instruction if students appear to be struggling
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Intellectual Disabilities
A person with an intellectual disability may have dif-ficulty
learning and managing daily living skills. This is due to impaired
cognitive (thought-related) process-ing before the age of 18 years,
resulting in an IQ below 70. However, everyone is unique. How a
person functions in their daily life depends on many factors, not
just their IQ level. Learn/process more slowly Difficulty with
abstract concepts
They will be able to Contribute to their family and friends
lives Work with some level of support Enjoy a range of activities
Make choices and understand daily schedules Develop independence in
personal care
When communicating Make sure you have his attention Start by
assuming he understands, then adjust
level of communication according to his response Use visual
information and model with gestures Dont rush Provide choices
Remember: people with intellectual disabilties have the same
range of desires, emotions, and dreams as any one else. They just
need extra support and loving people to get there.
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Autism Specrum Disorders
ASDs are developmental disabilities that cause impair-ments in
social interaction and communication and the presence of unusual
behaviors and interests. Many people with ASDs also have unusual
ways of learning, paying attention, and reacting to different
sensations.
1. Be social engineers. Our kiddos do not know how to approach a
social situation. They want friends but their body does not know
what looks like. Sensitive, compassionate lunch buddies are helpful
for fostering growth in this domain.
2. Be clear and consistent about routines. There is a great deal
of difficulty with change. Scripts, class schedules and rules help
the child to feel safe.
3. Use focused interests as a window of oppor-tunity.The
seemingly narrow scope an obsession with the Westfield Mall can
lead to the acquisition of so much knowledge and skills. Make a
report about the mall. Interview people at the mall. Write a
desription about the different stores. Which ones are the best.
Connect his interests to core curricu-lum.
4. Embrace inclusive settings. When exposed to a variety of
social situations and experiences, chil-dren build interaction
skills they might not other-wise attain. The earlier the
better.
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Williams Syndrome
Williams Syndrome is a rare genetic disorder that occurs when a
small amount of genetic material is lost on an individual
chromosome.The lost material contains approximately 20 genes,
mostly elastin: the marker gene for WS.
Strengths: Children with Williams Syndrome have socialable
nature, strong expressive vocabulary, long term memory for
information, and good long and short term memory for auditory
sounds. May become obsessed with certain auditory processes (lawn
mow-ers). USE MUSIC!
Struggles: He may have difficulty attending. Dis-tractable and
impulsive. Difficulty with visual/spacial integration. Difficulty
with abstract concepts and abstract reasoning. Often perseverates
on favorable topics. Spacial difficulties result in difficulties
with handwriting.
Teaching strategies: Reading: master decoding skills before
comprehen-
sion. Teach directly: making inferences, deductions, cause and
effect. Develop self questioning skills.
Vocabulary: Make concrete associations for unknown words,
encourage student to verbalize that they under-stand. Teach
multiple meanings.
Writing: Brief daily practice to improve rate and leg-ibility.
Give verbal prompts to help with self direction. Teach keyboarding
and word processing.
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Cerebral Palsy
Cerebral palsy (CP) is an umbrella term that refers to a group
of disorders affecting a persons ability to move. It is a permanent
life-long condition, but generally does not worsen over time. It is
due to damage to the developing brain either during pregnancy or
shortly after birth.
Cerebral palsy affects people in different ways and can affect
body movement, muscle control, muscle coordination, muscle tone,
reflex, posture and balance.
People who have cerebral palsy may also have visual, learning,
hearing, speech, epilepsy and intellectual impairments. Child may
be able to do the same things as other chilren, he
may just need more time. Classroom should be easy to physically
navigate Educate other children about the childs ability to move,
and
how they can be helpful Provide child extra time to move Floppy
body as a baby, muscle spasms, may drool because
of weak facial muscles, Because of their damaged brains, he may
have abnormal
reflexes, struggle with balance, He may have stiff muscles
(spasticity), or uncontrolled
muscles (athetosis), poor balance (ataxia). Caused by lack of
oxygen, birth injuries, prematurity. Could
occur if mom is infected when prgnant, if she has diabetes.
Damaged part of the brain cannot be repaired. Help with:
development of movement, communication, self-
care, relationships with others, help with basic skills Staff
must learn not to do everything for the child, but help
him just enough that he can learn to do more for himself. Focus
on what the child can do, and follow his lead
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Epilepsy
Epilepsy is the tendency to have brief disruptions in the normal
electro-chemical activity of the brain.
Causes a child to have seizures Tonic or grand mal seizure:
muscles stiffen, then
relax, jerking or convulsive movements begin quite vigorously,
saliva may appear. May last sev-eral minutes. Child will recover
dazed, exhausted, may want to sleep.
Complex partial seizures: on;y a portion of the brain is
affected by electrical discharge. Involun-tary movements such as
twitching, lip smacking. Child is conscious, but may be unable to
speak.
Absebce or petit mal: Child may appear to be day dreaming,
frequent blinking of eyes, brief mo-ments of clouded consciousness
that may lead to a series of learning problems if not treated
be-cause child is totally unaware of her surroundings and recives
neither visual nor aural messages during such seizures.
Seizure Protocol/First aid: 1. Cushion head2. Do not put
anything in mouth3. Loosen tight clothing4. Give room to move5.
Turn child to side, wipe away saliva6. Stay with the child as
additional staff contacts
adminstration7. Contact parent immediately
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Fetal Alcohol Syndrome
Difficulty with auditory or visual perception, reception of
input or output of information into the brain, process-ing,
organization, sequence, integration of information into the brain,
auditory or visual memory, the retrieval from storage and
motorical, oral; and/or written lan-guage, the output or expression
of that information.
Make sure to have his attention before providing
in-struction
Clear concise instructions Songs help the child to remember Hand
motions help to solidify information Teach at the developmental
level Easily frustrated, overly stimulated Use physical activities,
dramatic/creative movement,
role play to provide for more pathways for the student to
remember.
Monitor the student for any signs of stress that may develop
into a behavior outburst and redirect the student if needed. Signs
of stress may be seen as fol-lows: reddening of face, clenching of
fists or jaws, rub-bing eyes, breaking pencils, increased
restlessness, refusal to do work and so on.
Use excessive praise to build self-esteem Seat near teacher
Countdown for transition Repetition and rehearsal for mastery Tend
to how the child experiences stress, relieves ten-
sion, copes with obstacles and reacts to change.
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Fetal Alcohol Syndrome continued
1. Set the stage for learning with the teaching of relaxation.
FAS/FAE students are easily over stimulated and frustrated. They
can be taught how to relax and avoid shutdown.
2. Use visual cues,simple terms and concrete lan-guage when
giving oral directions. Remember the K.I.S.S.method. (Keep It Short
and Simple)
3. Use music and rhyme as teaching strategies. Not only do
FAS/FAE students enjoy music, but it facilitates both memory and
retrieval of information. Any fact or rule can be put to music, a
rap or a simple limerick or rhyme to facilitate input, integration
and retrieval from long-term memory. For example, complete the
following: In 1492 Columbus (In 1942 Columbus sailed the ocean
blue.)
4. Incorporate kinaesthetic activities as an integral part of
the teaching process. Movement facilitates learning. Example:
jumping rope to jingles to learn math facts. Practice oral spelling
words with cheer leading or drumming activities.
5. Integrate new concepts with information the student al-ready
understands, helping to build networks of knowl-edge from which the
student can begin to organize her/his world. Use examples from the
students daily life when teaching math or language.
6. Use scripting throughout the school curriculum. Short, easy
to read teacher written plays can be used to teach any subject, and
can help the child generalize informa-tion to the outside world.
Practice social skills with scripts designed to specific
situations. Teach history events with written scripts involving the
historical figures being studied.
7. Use the visual mode of learning as much as possible. Use
class made videotapes to teach. As an example, videotape sequencing
activities (what to do when you first get to school in the
morning)and allow the children to watch them over and over. The
repetition will increase learning and they will love watching them
selves doing it right! Use/ draw pictures to aid the understanding
of a concept.
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Asthma
Asthma is a chronic lung disease that affects airways. Inflamed
airways are sensitive and react strongly to triggers. A reaction
will cause airways to close. Be aware of:
TriggersDust mitesMoldPollenIrritants
Doing well: Can do unusual activities. Getting worse: Coughing,
waking at night, cannot
do all activities, quick relief medicine, nebulizer Medical
alert: Very short of breath, medicine,
nebulizer, go to hospital
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SymptomsCoughingWheezingChest tughtnessShortness of breath
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Guideposts for Success: School
School Based preparation: Keys to Successful Transition: The
individual transition plan drives personal
instruction, and uses strategies to continue the transition
process after graduation.
Students participate in contextualized learning experiences that
demonstrate relevance and ap-plication.
Students have access to specific and individual learning
accommodations while they are in school.
Students participate in career-technical education classes that
reinforce academic standards and are based on industry
standards.
Students have access to curricular options and program options
that integrate school, work and community based instruction.
Students have access to quality academic and functional skills
assessments.
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Guideposts for Success: Career
Career Development: Keys to Successful Transition Assess
students self-advocacy skills, academic
preparation and college admission test scores. Students have the
opportunity to explore post-
high school education/training programs. Develop a list of
supports required to achieve
goals. Assist the student with applications, interviews
and test preparation Students explore career opportunities that
lead to
a living wage and learn about educational require-ments, entry
requirements, income and benefits potential.
Students participate in improving job search skills, and
workplace skills.
Students have multiple on the job training experi-ences.
Students understand the relationship between benefits planning
and career choices.
Students understand the connection between education, career
choices and wages.
Students learn to communicate their disability-related work
support and accommodation needs.
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Guideposts for Success: Youth Leadership
Youth Development and Leadership: Keys to Successful Transition
Active participation in the IEP Training in skills such as
self-advocacy and con-
flict resolution Participation in extracurricular activities at
school Participation in community organizations and
activities Participation in community service or
volunteering
opportunities Exploration of unique talents through hobbies
and
unique interests Development of respect for self and others.
Effective communication with peers, adults and
teachers or supervisors
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Guideposts for Success: Transition
Connecting Activities: Keys to Successful Transition Youth need
to be connected to programs, ser-
vices, activities and supports that help them gain access to
chosen post-school options:
Transportation Housing Financial planning Recreation
Post-program supports through postsecondary
institutions and adult service agencies Tutoring
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Guideposts for Success: Family
Family Involvement / Support High expectations based on
strengths, interests
and needs foster independence Have access to information about
employment,
community resources, education Understand the disability and how
it affects edu-
cation, employment and living options Know rights and
responsibilities Knowledge of and access to programs, services,
support and accommodations
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Priorities for Middle School
Inclusion Independence Maintain and develop academic skills
Social skills/relationship instruction Self-esteem Confidence
Hobbies of interest Friendships Access to general education peers
Access to general education curriculun Opportunities to demonstrate
leadership
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Welcome to Royal Oak Middle School
Address: 303 Glendora Ave, Covina, CA 91724Phone: (626)
967-6354Principal: Maria Thompson 50200
[email protected] Principal: Marisa Block 50213
[email protected]: Jennie Kuramoto 50211
[email protected]: Michelle Kaplowitz 50210
[email protected] Manager: Sue Brady 50201
[email protected] Office: Michelle Gomez 50217
[email protected] Office: Pearl Aguirre 50215
[email protected] Office: Rani Harras 50214
[email protected] Office: Amy Valencia 50219
[email protected]: Christine Salvinski 50207
[email protected] Office: Theresa Taylor 50203
[email protected]: Gina Leal 50204 [email protected]
hotline:Parent portal:
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Block Schedule
Regular Bell ScheduleHomeroom 8:00 - 8:25Period 1 8:30 - 9:20
Period 2 9:25 - 10:15BREAK 10:15 - 10:25Period 3 10:30 -
11:20Period 4 11:25 - 12:15LUNCH 12:15 - 12:50Period 5 12:55 -
1:45Period 6 1:50 - 2:40
Late Start ScheduleHomeroom 9:30 - 9:43Period 1 9:48 - 10:25
BREAK 10:25 - 10:35Period 2 10:40 - 11:17Period 3 11:22 -
11:59LUNCH 11:59 - 12:34Period 4 12:39 - 1:16Period 5 1:21 -
1:58Period 6 2:03 - 2:40
Minimum Day ScheduleHomeroom 8:00 - 8:15Period 1 8:20 - 8:45
Period 2 8:50 - 9:15Period 3 9:20 - 9:45BREAK 9:45 - 9:50Period 4
9:55 - 10:25Period 5 10:30 - 10:55Period 6 11:00 - 11:25
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Required Supplies
Binder2 3-Ring Binder with subject dividers and f olders with
pockets (binder and folders must be kept clean with no writing,
tagging, or pictures)
AgendaStudent AgendaCollege Ruled Filler Paper (preferably with
reinforced holes),
WritingPencilsEnclosed Pencil SharpenerPens - Blue, Black &
Red (Jane Schaffer School!)Highlighters
Binder pouchBinder pouchColored PencilsWhite-OutGlue
SticksRulerBackpackPositive Attitude
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Mainstream Strategy
The following collaborative strategy is in place to mainstream
students with adaptive specialized academic instruction services
into the general education setting. This will provide
contextu-alized learning experiences, curricular options that
integrate school, work and community based instruction,
participation in extracurricular activties, community
organizations, exploration of unqiue talents, and development of
respect for self and others. 1. Teacher asks if special education
students would be successful
in the classroom and if an extra adult would be beneficial to
the program.
2. Teacher meets with general education teacher3. Teacher
observes general education teachers classroom4. Teacher provides
general education teacher with video and stu-
dent passport. 5. Teacher provides IEP. 6. Teachers collaborate
to create a program that best benefits both
programs: general ed and special ed. 7. Teacher goes into class
with student8. Teacher establishes necessary routines9. Teacher
teaches routines in special education classroom10. Teacher trains
classroom staff as how to best support student in
general education classroom11. Staff begins to bring student
into classroom12. Teacher reviews skills with student weekly13.
Teacher meets with staff once a week to review lessons and
teaching methods14. Teacher consults general education teacher
once a month to
review lesson plans15. Teacher supports needs of general
education teacher once a
month to meet needs of program16. General education teacher
provides feedback about students
progress in program17. General education teacher provides
feedback about special ed
staff participation and contribution to program18. General
education teacher attends students IEP
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Mainstream: Elective Mix
Drama (elective mix)In Drama you will have fun learning how to
act on stage, how to overcome stage fright, and how to speak
clearly in front of an audience. These skills will be learned
through performance activities like pan-tomime, improvisation, and
monologue. Beginning Drama students also perform a group scene as
their final assignment.
Basic Living (elective mix)Basic Living is an overview course in
life skills. Stu-dents will work individually and in cooperative
learn-ing groups to develop a variety of life skills. Areas of
emphasis include nutrition and food preparation; personal and
social development, drug & alcohol awareness, hand and machine
sewing, and consum-er awareness.
Computer Literacy/Technology (elective mix)7th and 8th grade
Technology is designed to make all other classes easier by teaching
students to key-board by touch. Students will also learn Microsoft
Word, Excel, and PowerPoint. Students returning for a second
semester of Computer Literacy/Technology at Royal Oak during their
8th grade year will learn more advanced applications, basic web
design, and web based presentation software, as well as linear
video editing.
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Mainstream: Project Lead the Way
Project Lead the Way--Design & Modeling and Automation and
Robotics (one semester course)
In the Design & Modeling module, students apply the design
process to solve problems and understand the influence of
creativity and innovation in their lives. They work in teams to
design objects such as a play-ground and furniture, capturing
research and ideas in their engineering notebooks. Using Autodesk
design software, students create a virtual image of their designs.
In the Automation and Robotics mod-ule, students trace the history,
development, and influence of automation and robotics as they learn
about mechanical systems, energy transfer, machine automation, and
computer control systems. Students use the VEX Robotics platform to
design, build, and program real-world objects such as traffic
lights, a rotating bridge, and robotic arms. Students choosing this
course will receive an elective mix course for the other semester
of the year.
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Mainstream: ASB Leadership
ASB/Leadership (Year Long)
The ASB/Leadership class is for any student inter-ested in
learning leadership skills, project and event planning, character
education, group process, team building, goal setting, time
management, and commu-nity service. Students are taught how to
become ef-fective leaders through their active participation in the
planning, organization, and management of school events and
activities as well as the performance of community service
projects. It affords the students the opportunity for personal
growth in areas related to self-esteem, organization, and
responsibility.Note: This course requires a completed application
and teacher recommendation/signature.
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Mainstream: Music Ensemble
Music Ensemble (Year Long)
Music Ensemble is a non-auditioned performance ensemble that
will expose students to various types of choral literature.
Students must be prepared to sing in daily rehearsals during class.
This ensemble will perform at three school concerts during the
school year, as well as compete in a festival as a part of the
Southern California Vocal Association. This is a year-long class.
Successful completion may allow 7th grade students the opportunity
to take Chamber Choir as 8th graders.
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Mix It Up Model School
Instruction in social skills and peer relationships is vital to
the success of middle school years. Mix It Up activities will help
provide independent, compassionate peer interaction, in a
structured, safe environment.
We are delighted to recognize ROYAL OAK MIDDLE SCHOOL, said
Teaching Tolerance Director Mau-reen Costello. Mix It Up Model
Schools have found innovative ways to create school environments
where respect and inclusiveness are core values. They all serve as
great examples of how a schoolany schoolcan cultivate these values
among their stu-dents, faculty and staff.
Mix It Up at Lunch Day is a simple call to action. By asking
students to move out of their comfort zones and connect with
someone new over lunch, the event encourages students to identify,
question and cross social boundaries. Many schools plan activities
for the entire day, and some use the event to kick off yearlong
explorations of social divisions.
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Mainstream: Academic Curriculum
The following topics will be modified to the developmental and
academic level of each IEP. Yet, access to the subject matter, and
exposure to the ideas taken away from these subjects is vital to
providing a quality education to our students.
English and language arts: Harry Potter, Hunger Games, Hatchet,
island of the Blue Dolphins, To Kill a Mockingbird, Maniac Magee,
The BFG
Math: Length of objects, data sets, graphs, negative numbers
History: Roman Empire, Roman architecture, Islam, China,
Medieval Japan, Medieval Europe, Mayan, Aztec, Incan communities,
Renaissance, Enlightenment
Science: DNA, Evolution, History of the Earth, Struc-ture of the
Eye, Human Anatomy, Traveling at the Speed of Light, Blood
Pressure, Research Projects, Scaled Diagrams, Written Reports, Oral
Presenta-tions,
Physical education: Throwing, catching, kicking, punting,
striking, dribbling, assess health, develop fit-ness goals, warm up
and cool down, heart rate,
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Homework
Homework is used to help teach responsibilities in the home and
foster independence.
1. Use of the student agenda2. Maintenence of required
supplies3. Organization of backpacks4. Vocational: signed papers5.
Domestic: self care6. Community: chores7. Academic: simple
writing/reading/math worksheet
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Community Based Instruction
Through collaborative projects, grade level field trips, and
incentive field trips, the students will engage on a variety of
opportunities to participate in community based instruction.
The Foothill Transit is also very accessible, and could
potentially become another avenue for our program to meet the
educational needs of our students.
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Othe great things...
Royal Oak social media:Twitter, Facebook,
Community projects: Character Counts, TV Media, History Day, LA
County Science Fair, PTSA, School dances, Student Led Conferences,
Special Olympics,
Come to Royal Oak- Our theme is Keep Calm and Lead On. We are
looking for students, parents, community and staff members who are
willing to calmly, but fervently, keep calm, persevere and find
success in this exciting world in which we live.
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