First Period Tutorial
This course is designed to help students improve their organizational, test-taking skills, life skills, and self-advocacy skills. Some students who receive special education services will have the opportunity to work on mastering their IEP goals, transition goals, and objectives in this setting. Instruction is offered in small group settings with a high degree of interaction by the instructor. Students will be graded in tutorial based on participation, performance, and daily student goals.
Performance and Grading in all classes
Students must demonstrate knowledge of subjects by performing on daily assignments and activities as well as various projects. Some work will be individualized based on academic needs as stated in IEPs. Grades for tests, quizzes, assignments and projects will vary by individual student. Much of the students' grades will be based on active classroom production and participation. Active participation includes--but is not limited to--producing completed classwork and/or homework upon teacher request, attentiveness and contribution during classroom discussion and cooperative exercises, and coming to class promptly with all necessary materials.
Classroom Rules and Expectations
The following rules apply to all students in all school-related situations and hopefully beyond. Failure to adhere to these rules during school hours may result in various consequences, ranging from loss of privileges to a referral. Any behavior that is disruptive to classroom activity--interrupting class by arriving late, conducting conversation that is unrelated to the assignment, failing to take classroom activities seriously, etc.--may result in a partial or total reduction in points for the day's assignment(s). Parents will be contacted for significant or continuous infractions.
Respect for Self
All students are expected to...
Philosophy and Purpose of Special Education
"All growth depends upon activity. There is no development physically or intellectually without effort, and effort means work." - Calvin Coolidge
Learning Styles
Students learn best in quite different ways. Mrs. DuBois and the PHHS Staff are flexible in allowing students to approach the course in ways that suit personal styles and preferences. Mrs. DuBois collaborates with PHHS Staff to actively consider and accommodate different learning styles by involving a variety of components, including text, a wealth of photos and drawings, video clips, tests and quizzes, projects and other means that allow students to demonstrate proper content knowledge. Suggestions are always welcome. Students are encouraged to present Mrs. DuBois and PHHS Staff with proposals for alternative means of demonstrating content knowledge.
Accommodations for Special Needs
Accommodations and modifications documented in students' IEPs will be honored and implemented on a daily basis. Accommodations are alterations in the way tasks are presented that allow children with special needs to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or, in the case of assessments, change what a test measures. Flexibility for the purpose of forwarding students' progress also will be practiced. Accommodations not documented in students' IEP may also be provided so that students have alternative means of demonstrating content knowledge. Selecting and monitoring the effectiveness of accommodations will be an ongoing process. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge. School assignments and tests completed with accommodations will be graded the same way as those completed without accommodations. After all, accommodations are meant to level the playing field, provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user. Modifications, on the other hand, directly change the content required for mastery.
This course is designed to help students improve their organizational, test-taking skills, life skills, and self-advocacy skills. Some students who receive special education services will have the opportunity to work on mastering their IEP goals, transition goals, and objectives in this setting. Instruction is offered in small group settings with a high degree of interaction by the instructor. Students will be graded in tutorial based on participation, performance, and daily student goals.
Performance and Grading in all classes
Students must demonstrate knowledge of subjects by performing on daily assignments and activities as well as various projects. Some work will be individualized based on academic needs as stated in IEPs. Grades for tests, quizzes, assignments and projects will vary by individual student. Much of the students' grades will be based on active classroom production and participation. Active participation includes--but is not limited to--producing completed classwork and/or homework upon teacher request, attentiveness and contribution during classroom discussion and cooperative exercises, and coming to class promptly with all necessary materials.
Classroom Rules and Expectations
The following rules apply to all students in all school-related situations and hopefully beyond. Failure to adhere to these rules during school hours may result in various consequences, ranging from loss of privileges to a referral. Any behavior that is disruptive to classroom activity--interrupting class by arriving late, conducting conversation that is unrelated to the assignment, failing to take classroom activities seriously, etc.--may result in a partial or total reduction in points for the day's assignment(s). Parents will be contacted for significant or continuous infractions.
Respect for Self
All students are expected to...
- Give his or her best effort at all times.
- Be seated when the bell rings.
- Bring the proper materials to class.
- Positively participate in all classroom activities.
- Respect for Peers
- All students are expected to...
- Remain on task without disturbing or distracting others.
- Not belittle or harass others.
- Respect the differences and opinions of others.
- Abstain from the use of profanity.
- All students are expected to...
- Seek appropriate assistance when confused or in need of help.
- Complete all classwork quietly and as instructed.
- Complete all assignments on time.
- Actively listen when teachers are speaking.
- Refrain from using electronics during active instruction; sometimes permitted during independent work periods.
- Avoid eating during class time--NO food or drinks in class.
Philosophy and Purpose of Special Education
"All growth depends upon activity. There is no development physically or intellectually without effort, and effort means work." - Calvin Coolidge
Learning Styles
Students learn best in quite different ways. Mrs. DuBois and the PHHS Staff are flexible in allowing students to approach the course in ways that suit personal styles and preferences. Mrs. DuBois collaborates with PHHS Staff to actively consider and accommodate different learning styles by involving a variety of components, including text, a wealth of photos and drawings, video clips, tests and quizzes, projects and other means that allow students to demonstrate proper content knowledge. Suggestions are always welcome. Students are encouraged to present Mrs. DuBois and PHHS Staff with proposals for alternative means of demonstrating content knowledge.
Accommodations for Special Needs
Accommodations and modifications documented in students' IEPs will be honored and implemented on a daily basis. Accommodations are alterations in the way tasks are presented that allow children with special needs to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or, in the case of assessments, change what a test measures. Flexibility for the purpose of forwarding students' progress also will be practiced. Accommodations not documented in students' IEP may also be provided so that students have alternative means of demonstrating content knowledge. Selecting and monitoring the effectiveness of accommodations will be an ongoing process. The key is to be sure that chosen accommodations address students' specific areas of need and facilitate the demonstration of skill and knowledge. School assignments and tests completed with accommodations will be graded the same way as those completed without accommodations. After all, accommodations are meant to level the playing field, provide equal and ready access to the task at hand, and not meant to provide an undue advantage to the user. Modifications, on the other hand, directly change the content required for mastery.
