Resource Training Guide

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10:30Friday, May 22

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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

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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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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Date post:	14-Sep-2015
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Resource Training Guide

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