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Course Syllabus
Washington Preparatory High School
MRM Program
Course: Community Based Instruction Program
Alternative Curriculum
2015-2016 Academic School Year
Room Number: 6107
Teacher: Ms. Diaz
Teacher contact information:
10860 S. Denker Avenue
Los Angeles, Ca 90047
Phone: 323-418-4000 ext.6108
Fax: 323-754-3517
Course Description
Overview
The central focus of MRM at WPHS is taking the information learned in the classroom
and implementing those skills within the community and job sites. The MRM students
will be instructed in these settings on a regularly scheduled basis, learning work and
community skills and appropriate related behaviors.
The primary goal is to actively engage students in learning. Every year an Individualized
Education Plan (IEP) is developed for each student. The objectives on the IEP come from
a collaborative effort between teacher, parent, and student. Goals are written in the areas
of functional math, reading, and writing, as well as adaptive and transition skills. Each
MRM student will be expected to attend at least one elective with the general population,
usually art or PE. Usually an aide accompanies the students in class.
Goals for MRM students with mild/moderate disabilities:
1. To help facilitate and equip the student for some independence in the community
2. To train students for employment in the least restrictive environment
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3. To provide choices for appropriate leisure skills and adequate training to acquire
those skills
4. To teach functional/adaptable social behavior and interpersonal relationships
5. To provide opportunities for kids with intellectual disabilities to interact with their
peers that are disabled and non-disabled
6. To communicate with the both the students and the parents the expectations of the
students/parents and to familiarize our self with each child/family so we can work
as a team to best serve the needs of each child
Listed below are some of the topics covered in each classroom based on IEP objectives:
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Functional Academics
Daily Living
Personal information
Cooking
Calculator use
Clothing care
Survival reading
Housekeeping skills
Time concepts
Grocery shopping
Calendar information
Kitchen safety
Money knowledge
Community safety
Banking procedures
Nutrition
Vocational Kits to increase work behaviors and fine motor skills
Activities designed to stimulate student language/speech
PE/Art class to enhance student's social skills
Cafeteria activities for employability skills - this does not mean
all students will
go to this area but I can work on many work related skills with the students. The
main area is increasing independence in an area of work after having instruction
by the teacher.
Course of Study:
1. Independent Living Skills
2. Functional Math and English
3. Personal Management Skills
4. Pre-Vocational Skills
5. Leisure Skills
Curriculum:
CAPA (California Alternative Performance Assessment)
IEP (Individualized Education Program)
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Annual Goals:
1. To acquire and develop functional skills which will maximize the students
potential for independent living.
2. To improve personal management skills through demonstration of designated
behaviors in the school and community
3. To improve leisure skills through demonstration and personal experience in the
school and community
4. To improve pre-vocational skills by demonstrating appropriate
Community-Based Instruction
Community-based instruction is taking the functional skills learned in the classroom and
applying them to a community setting. Areas involved include the use of grocery stores,
department stores, Laundromats, restaurants, and recreational venues. Skills employed by
the students include money management, safety, etiquette, and communication skills.
Job Site Training
Job Site Training involves on campus work sites. Job Site Training enables students to
learn not only the skills of a particular job but also work ethics. Examples of learned
skills and behaviors include attendance, stamina/endurance, initiative, responsibility,
cooperation, and appropriate social interaction.
On campus job sites include a rotation of several students that help in the cafeteria and/or
with plant manager. After graduation, most of the Intellectually Disabled students go to
work at an Adult Sheltered Workshop. In these workshops, various fine motor tasks are
needed, and the classroom is used as a prevocational training site. Examples of tasks
include collating, stapling, sorting, cutting, etc.
Course Outline
All skills taught are based on transitioning students into adulthood. The goals are very
functional and emphasis is on appropriate social conduct and behavior. Based on their
abilities and limitations, goals and objectives from the IEP are taught on a continual basis
throughout the school year due to the need for constant weekly and daily repetition for
learning mastery.
Classroom Rules and Expectations
1. Follow the rules outlined in the student handbook (i.e., dress code, tardies, absences,
etc.)
2. Listen carefully.
3. Follow directions.
4. Respect others.
5. Work quietly.
6. Use age appropriate social skills (i.e., no hand holding, touching, “tattle-telling”,
“baby” talk, etc.).
7. Keep hands to yourself.
Discipline Procedure
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Students are expected to follow the rules outlined in the student handbook. Failure to do
so results in appropriate discipline by administrators.
Classroom discipline includes:
1. “Reflection”
2. A note sent home
3. Loss of activity
4. Verbal correction
5. Telephone call to the home
Reinforcement includes:
1. Verbal praise
2. Special privileges
Grading/Assessment Policies
Report cards are issued quarterly along with interim progress reports. Grades reflect
progress on IEP goals and objectives. The grading scale utilized on students’ IEPs will
follow the standardized scale used to report progress in self-contained mentally disabled
classrooms as presented below:
M = Mastered.
Student has successfully completed objective according to criteria on IEP.
P = Progressing.
Student is making progress toward goal but not at criteria level yet.
SP = Slowly Progressing.
Student is just beginning to perform task – needs improvement.
NT = Not Taught.
Student has not been given opportunity to perform task.
NP = No Progress.
Student has not been able or has refused to perform task.
In addition to IEP progress, quarterly report cards reflect the state mandated numerical
guidelines. The students are graded on their individual abilities and teacher observation.
A 93-100
Excellent
B 85-92
Above average
C 77-84
Average
D 70-76
Needs improvement
F 63-69
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Unsatisfactory
Non-Instructional Routines
Students arrive on the bus or by car in the morning. They are to go to the cafeteria and
wait for the morning bell to be dismissed to 1st period. From the cafeteria, the students go
to class where they deposit personal belongings and start on their morning work.
At lunch, students are sent to get their lunch 15 minutes prior to the rest of the student
body. The students are allowed to come back and sit in the classroom (not because they
have to – they just choose to), and two adults are always present.
Special education buses arrive around 2:50 (end of 6th period) Aides accompany the
students. A teacher/assistant is always on duty until all special education buses are
loaded.
Parent Communication
Parents are contacted throughout the school year and are encouraged to call the school or
send notes if a concern arises. During the year, each family receives:
1. Notebooks/Folders sent home daily
2. Syllabus.
3. Interim progress reports.
4. Nine-week report card.
5. Telephone calls or notes concerning behavior or other concerns.
6. Behavior Intervention Plan (if needed).
7. Notification of yearly IEP meeting.
8. Field trip information.
Attendance
If you are going to be absent please call or email me. All the information you need is
listed above.
Special Note:
Please feel free to call me if you ever have any questions. We are here to serve your
children needs! Thanks and I look forward to a great year!