transionfrom8 th)grade)middle) - bethlehem central school
TRANSCRIPT
Transi'on from 8th Grade Middle School to 9th Grade High School
Parents of Students with Disabili'es
February 6, 2013
Introduc*ons
Student Schedule Term Mee'ng
PaFern Class Name Teacher Room Detail Lock
FY 1E EXCEL Global 9-‐4 Julian, Janey D108
FY 2E EXCEL English 9-‐1 Moonan, Jennifer D112
FY 3E EXCEL Science 9-‐7 Fontanella, John J A101
S1 4E Lunch First Semester-‐1 CAFE
S2 4E Lunch Second Semester-‐2 CAFÉ
FY 5E Applied Algebra-‐2 Mar*n, Katelyn E D205
FY* 6E Learning Center OWRR-‐51 DePace, Michelle D B101
FY 7E Choristers-‐2 Dashew, Jason G100
S2 8MW EXCEL Tutorial-‐2(9) Moonan, Jennifer D112
S1* 8MWF EXCEL Tutorial-‐1(9) Moonan, Jennifer D112
S1* 8TTH PE 9 FS-‐27 Rehbit, Ma\hew C
S2 8TTHF PE 9 SS-‐15 Rehbit, Ma\hew C
FY .HR HR D207 Leach, Richard D207
Course and Testing Requirements for Graduation
Regents Diploma
Local Diploma
Advanced Regents Diploma
Local Diploma�Students must earn the following course credits and demonstrate competency in reading, wri*ng, math, science, U.S. History and global studies by passing the New York State Regent
examina*ons� Course Requirements
• English 4 • Social Studies 4 • Math 3 • Science 3 • World Languages 1 • Art/Music/Tech 1 • Health 0.5 • Phys. Ed 2 • Elec*ves 3.5 • TOTAL CREDITS 22
Tes'ng Required for Gradua'on • State exams required for Local Diploma
are the same as for a Regents Diploma • Special Ed Safety Net-‐Local Diploma Must score 55 on the 5 Regents exams OR use Compensatory Safety Net op*on: 1. Must score at least 55 on ELA and Math Regents exams 2. May score 45-‐54 on an exam if student receives a 65 or higher on another and has saAsfactory aBendance and is not using RCT’s Class of ‘14 is last class to have RCT’s
Regents Diploma Students must earn the following course credits and demonstrate competency in reading, wri*ng, math, science, U.S. History and global studies by passing the New York State Regent
examina*ons. Course Requirements English 4 Social Studies 4 Math 3 Science 3 World Language 1 Art/Music/Tech 1 Health 0.5 Phys. Ed 2 Elec*ve 3.5 TOTAL CREDITS 22
Tes'ng Required for Gradua'on Comprehensive English Global History & Geography U.S. History & Government Integrated Algebra One Science Exam
Advanced Regents Diploma Students must earn the following course credits and demonstrate competency in reading, wri*ng, math, science, U.S. History and global studies by passing the New York State Regent
examina*ons. Course Requirements English 4 Social Studies 4 Math 3 Science 3 World Language 3 Art/Music/Tech.
1 Health 0.5 Phys. Ed 2 Elec*ves 1.5 TOTAL CREDITS 22
Tes'ng Required for Gradua'on
Comprehensive English Global History & Geography U.S. History & Government Integrated Algebra, Geometry and Algebra 2/Trigonometry Two Science Exams Comprehensive World Language Exam(or 5 credits in Technology, Art or Business)
PER 9th Grade Freshman
Units 10th Grade Sophomore
Units 11th Grade Units 12th Grade Units
1 ENGLISH 9 1 ENGLISH 10 1 ENGLISH 11 1 ENGLISH 12 (elec*ves)
1
2 GLOBAL STUDIES 9
1 GLOBAL STUDIES 10
1 US HISTORY & GOV’T
1 PARTICIPATION IN GOV’T ECONOMICS
1/2 1/2
3 MATH___ 1 MATH___ 1 MATH____ 1
4 SCIENCE__ 1 SCIENCE___ 1 SCIENCE___ 1
5 WORLD LANGUAGE
1 1 1 1
6 ART,MUSIC OR APPROPRIATE CAREER & TECH.
1 HEALTH 1/2 1 1
1/2
7 PHYS. ED /HSP 1/2 PHYS. ED 1/2 PHYS. ED
1/2 PHYS. ED
1/2
8 LUNCH LUNCH LUNCH LUNCH
9 STUDYTIME/ EXTRA HELP
STUDYTIME/ EXTRA HELP
STUDYTIME/ EXTRA HELP
STUDYTIME/ EXTRA HELP
TOTAL UNITS TOTAL UNITS
TOTAL UNITS
TOTAL UNITS
4 Year Worksheet
Special Educa*on Programs • Resource Rooms
– Organiza'on & Wri'ng Skills Resource Room (OWRR) • designed for students who may have average to above average cogni*ve abili*es and
significant deficits in organiza*on skills and wri*ng skills – Learner Support Resource Room (LSRR)
• designed for students with low average or above average cogni*ve skills who are reading above the 25%ile and have significantly discrepant math skills and/or deficits in self-‐determina*on, or advocacy; students may also have difficulty with organiza*onal, execu*ve func*oning or study skills
– Social Communica'on Resource Room (SCRR) • designed for students who may have average to above average cogni*ve abili*es and
significant deficits in social skills and pragma*c language skills; students have an Au*sm Spectrum Diagnosis and have difficulty naviga*ng social situa*ons and the school environment
– Social Development Resource Room (SDRR) • designed for students whose primary disability is a result of a mental health illness
– Reading/Language Resource Room (RLRR) • designed for students performing well below grade level in reading and wri*ng, who may
also have a significant language deficit
Consultant Teacher • This program is designed for students who have below average to
average cogni*ve abili*es and significant deficits in core academics • Students have below average English Language Arts (reading) and
Math skills (at or below the 25%Ile) • Students may also have broad language deficits, difficulty with
organiza'on and study skills, and difficulty with self-‐determina'on and self-‐advocacy
• Students require significant differen*a*on of curriculum and instruc*on in all academic areas to support them in achieving the basic curriculum content and Common Core Learning Standards.
• Students may be provided with a daily special educa*on class for supplemental curricular instruc*on and pre-‐teaching and re-‐teaching of general educa*on curricula
9th Grade: • Math/Social Studies/Science – 2x/week • English – 5x/week
10th Grade • Social Studies/English – 5x/week • Math – 2x/week • Science – 3x/week
11th Grade • English/Social Studies-‐ 3x/week • Math/Science – 2x/week
12th Grade • English – 3x/week • PIG/EC – 2x/week
Service and Supports
LEAD – Linking Educa*on and Development
• LEAD is designed for students who are working toward an IEP diploma (13-‐14 Skills and Achievement Commencement Creden*al)
• Students par*cipate in the similar courses that all high school students must take for gradua*on
• All classes are mul*-‐aged classes; Ages can range from 14 -‐21
• Courses offer the same curriculum with a focus on the key concepts and skills students will need for maximum independence in work, home, and community arer high school
• High school courses are rotated in a 4 year sequence to ensure that each student has access to the curriculum during his/her high school years
Related Services
• Occupa*onal Therapy • Physical Therapy • Speech – Language Therapy • Psychological Counseling • Nursing • Assis*ve Technology • Teacher of the Visually Impaired • Interpreter Services
Assis*ve Technology Resources
Program Descrip*ons • On the Website
What You Can Do
• Talk to your child about the transi'on – ques'ons/fears
• Know your child’s case manager and school counselor
• Encourage your child to ask ques'ons
• Communicate with your child’s teachers
• Familiarize yourself with your child’s circle of friends
• Monitor homework comple'on and grades (BC@ Home)
• AFend Open House • AFend Parent Teacher Conferences • Don’t hesitate to call or e-‐mail if you
have ques'ons….don’t wait