• Academic Support Syllabus 

                          Gwynne Armstrong

                 Greenville Tech Charter High School

                                  2024 - 2025

    Description of Students:

    The students who receive support services through an Academic Support model have varying learning differences. Their deficit areas include reading, writing, math, executive functioning, as well as several others. The students are served on a block schedule basis depending on the level of service needed or on a consultative basis. All of the students in the Academic Support classroom have an IEP ( Individual Education Plan).  All students in the academic support model receive academic assistance and support from the special education teacher in the Academic Support classroom located in building 120 in room 124.  During Synchronous Learning, I will be in my classroom as well as the live office hours. I will be available through email, phone, or a one-to-one Google Meet on Asynchronous Learning days. 

    LEARNING AND INSTRUCTIONAL GOALS:

    Our goal is to assist high school students in meeting their educational needs as identified in their IEP. We assist them with the remediation of deficits in academic areas, monitoring of behavior intervention plans, addressing transition and self-advocacy goals, and preparation for End-of-Course (EOC) tests. We also assist students with earning the needed Carnegie units for graduation by reviewing academic information, giving tests provided by general education teachers, monitoring homework, and assisting with projects. Due to the diversity of the students’ abilities and needs, we use a variety of instructional strategies such as whole class instruction, small group instruction, individual instruction, and peer tutoring.

    CLASS ROUTINE:

    As the students enter the Academic Support classroom, they will work on directed lessons addressing study skills, organizational skills, job related skills and individual needs.

     Students will be assessed on the Reading Plus program, and based on the assessment, the program will be a part of their daily grade. Students are required to complete 3 lessons per week.  Students will complete 3 benchmarks throughout the year to track their progress.  

    All students with an IEP will complete MAP assessments 2 times throughout the year. This measures growth in math and reading from the fall to spring.

    The daily class activities vary and focus on language arts, math, study skills, test-taking skills, note-taking, and organizational skills. 

    The activities are selected to address IEP goals.

    Students will review and maintain data for their IEP goals and become familiar with their accommodations in the general education setting. 

    Weekly conferences concerning academic grades with students. This may include an individual Google Meet, exchange of emails, phone conversations, or once back to in school learning, face to face. 

    For the remainder of the class period, the students concentrate on their academic assignments from their general education teachers. Small group, individual or teacher assisted formats are utilized during this time. 

    TRANSITION:

    It is a goal of the Academic Support model that students are able to accept responsibility and act effectively as advocates on behalf of their own needs. Activities addressed can include the following:

    1. Following research and discussions on jobs, the student will describe jobs/careers of interest that require post-secondary education as well as jobs/careers that would not.
    2. Given information on course offerings and support services, the student will determine possible post-secondary settings to acquire skills for identified career options.
    3. Having discussed post-secondary training options, the student will develop a specific plan to reach possible career goals.
    4. During IEP meetings, the student will self-advocate and develop goals for his/her future.

    ASSESSMENT PROCEDURES/COMMUNICATING WITH PARENTS:

    Students who are assigned to the Academic Support class have had psycho-educational evaluations and meet the guidelines determined by the state for the provision of special education services.  Evaluation data, formal and informal assessments are used to develop annual Individualized Educational Plans (IEPs) with appropriate goals. An individual criterion for the mastery of each goal is included in the IEP as are methods by which mastery will be assessed. We periodically assess the students formally and informally using the standard grading scale. Reporting to parents will be done at least every 9 weeks through progress reports and report cards. Reporting to parents periodically will be done through telephone calls, e-mail contacts, notes, letters, and conferences. Evaluations to measure progress will include Reading Plus, MAP Assessments, curriculum-based assessments, teacher-made tests, standardized tests, and teacher observations paired with the collection of data. Accommodations listed in the IEP will be used in the administration of standardized tests and/or EOC exams. An annual IEP meeting will be held within 364 days of the implemented date of the IEP for each student receiving specialized services. .

    ASSESSMENTS:

    Student grades in Academic Support will consist of both major and minor assessments. All assignments are tentative and subject to change.

    Reading Plus

    Goal monitoring folders

    Group activity assignments

    Participation

    Project assignments

    Career activities

    Organizational/study skills/planning skills 

     

    .CLASSROOM RULES:

    During the first few weeks of the year, all rules, consequences, reinforcers, and procedures will be discussed with students and will be reviewed as needed. The school-wide discipline policy and consequences are listed in the student handbook and will be enforced. The teacher will address classroom infractions individually as determined by the offense. Serious offenses will result in a parental contact and intervention by an administrator. The class rules and expectations are posted in my classroom as follows:

    THIS IS A NO CELL PHONE CLASSROOM. Students will place their phones in the designated area provided. This will include students' time in the virtual classroom setting and the synchronous learning. 

    Rules:

    1. Be kind and use kind words
    2. Be respectful of all people and property.
    3. Be ready to learn new things and display mastery.
    4. Be positive toward classmates and teachers. ( during synchronous learning be sure to mute when others are speaking, also headphones will be extremely helpful)
    5. Listen carefully and follow directions when first requested. 

    Consequences:

    1. Warning
    2. Conference with student
    3. Contact a guardian
    4. Contact an administrator

    CLASSROOM SETTING:

    The Academic Support classroom has alternative seating and lighting. Once we return to hybrid or an in school schedule there will be several changes.

    To continue to offer this type of seating, all of the fabric seating had been covered with plastic. Students are asked to be mindful of this change and understand that the plastic covers are not permanent and will require some additional care by the students.  Students will be required to wear a mask in the classroom and maintain 6 feet social distancing. Once we do return, procedures concerning the use of the space and equipment will be given to all of the students. 

     

    ELECTRONIC DEVICES:

    Students will not be allowed to utilize their own personal electronic devices without the permission of the teacher. Again, this is a no cell phone classroom. 

     

    When utilizing the Chromebooks, all students are required to sign out the Chromebook. No printing is allowed without permission. ( When we return to the full in school learning environment)

    Students will all download the extension for Grammarly basic. This is a free extension. I have the premium extension and will gladly process any students papers prior to turning their assignment in to the instructor. This program has really displayed positive results in assisting students in the editing process. 

     

    SMALL GROUP TESTING PROCEDURES:

    1. All students are to utilize the restroom and water breaks prior to beginning the tests.
    2. There are no cell phones allowed during small group testing. Students will place all phones in a secure location. 
    3. Students will need to address all questions about the test to the instructor, prior to relocating to a small group testing area.
    4. There is no use of notes, textbooks or other informational sources without the permission of the course instructor. 
    5. If required, oral administration will be provided through the Kurzweil system. Students will be trained on the use of the Kurzweil system. 

     

    SUPPLIES NEEDED:

    Daily Planner is mandatory.

    The list below is optional. I keep many supplies in my classroom for students' needs. 

    Pencils (wood or mechanical),pens, extra loose-leaf paper, post notes in varied colors, page tabs or note tags, box of tissues. 

     

     

    MY SCHEDULE:

    My planning periods are 3A and 1B.   The easiest way to contact me is through the school email; garmstrong@staff.gtchs.org