Work+Experience+W+Support+Period+8

Work Experience Study W/ Support  __Instructors ____ : __ Elizabeth (Repensek)Lynch __Support: __ Bridgette Montoya __Contact Information: __ Room 4 (720)423-7004

__Course Objective: __ The students will learn to respond to simple questions during an interview. The students will learn job skills following 2-3 verbal step directions to complete work tasks. The students will learn computer skills as well as complete a resume and cover letter. The students will learn job expectations and vocabulary.

__Objectives we are always working on: __ Develop life skills by learning independence. Develop life skills by making personal choices. Develop life skills but learning to follow verbal directions.

__Nature of the Course __ This course is to build job skills. The students will work on following 1-5 step directions. This class will also be working on transitions. The students will do a variety of on and off campus jobs.

__Attendance Requirements __ Students are expected to at school on time and in each class from bell to bell, pending any interventions.

__Grading __ Students will be given the opportunity to be in class and learning at their level with supports and intervention. Student’s grades will be based on attendance and participation.

__<span style="color: #0f243e; font-family: 'Babes In Toyland NF',serif; font-size: 12pt;">Required Materials __ <span style="color: #0f243e; font-family: 'Babes In Toyland NF',serif; font-size: 12pt;">3 ring binder, dividers, notebook paper, pen and or pencil, spiral notebook (or section in a larger spiral notebook)

__<span style="color: #0f243e; font-family: 'Babes In Toyland NF',serif;">Final Note __ <span style="color: #0f243e; font-family: Calibri,sans-serif;">Teachers reserve the right to make needed and appropriate adjustments in this syllabus.

__<span style="font-family: 'Babes In Toyland NF',serif;">Teacher’s Instructional and Educational Background __ <span style="font-family: Calibri,sans-serif;">I graduated from Florida State University with a Bachelor’s degree in Special Education and a Master’s degree with a focus in Autism. In college I worked for a grant program working at home with parents with kids with disabilities. I also worked in an early intervention program for kids with autism. I volunteered for an adults’ with disabilities program. I have been teaching at Thomas Jefferson High for 7 years now. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Parent Signature Student Signature <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> check if you want a signed copy returned to you. The students will know the behaviors and language to use off campus in the community. || ** Skills (what do you want them to BE ABLE TO DO at the end of the unit) ** The students will be able to requests transfers with less than 2 prompts. The students will be able to take turns with less than two prompts. The students will be able to shop independently for one item that they have chosen in advance. || What are appropriate behaviors in the community? || Bus Routes Excuse me Please Thank you Transfer || Responsive Writing: challenge students to clarify ideas, organize information, and express what they have learned. Exit Tickets Word Wall Group projects Read Arounds Think Pair Share || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 11pt;">Complete off campus trip while using appropriate community behavior. |||| ** Formative Assessments (daily/weekly) ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 11pt;">Asking for transfer on bus with less than 2 prompts ||
 * ** Unit title: Building community skills and vocabulary ** ||
 * ** Standard : Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention **
 * Standard : Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions ** ||
 * ** Knowledge (what do you want them to be able to KNOW at the end of the unit) **
 * ** Essential Question(s): **
 * ** Key words/vocabulary **
 * ** WICOR Strategy: **
 * ** Unit Performance Assessment **