Syllabus Wiley Resource
Students are required to follow teacher directions and school rules, pay attention to the teacher and the task, and allow others to work and play safely. Assignments and instruction are individualized according to individual student needs. Teacher attention is provided in a regular sequence so that all students are aware of when their turn will be coming up for teacher help. When a longer instructional time is needed for a specific task, any other students in the room are given work they are able to do independently.
Students have work to do and are expected to use resource room time to complete work. Because each student is here due to some academic or behavioral deficit, all students always have work.
Demerits from the resource room are given after discussion with the general education teacher, and when other strategies have not been effective in encouraging the student to complete assigned work. Work is modified on an individual basis prior to use of demerits.
Homework is also assigned on an individual basis according to each student’s ability and needs. Most homework is from the regular education classrooms, not the resource room. General education teachers and resource teachers work together to reduce assignments when necessary and check for completion of assignments.
The primary goal for each student, is to increase work time in the regular education classrooms. Reading intervention takes priority with students who are struggling because of deficits in reading. Most students are required to complete regular classroom assignments, which are modified as needed for student ability and time (if time is taken for extra reading intervention, that student has less time to complete other assignments).
Once in a while a student will have such severe deficits as to be unable to complete even modified regular classroom assignments. All curriculum areas are addressed, at a different level, and the student is scheduled with the regular class for as many activities as is workable.
Unless deficits are extremely severe, every student takes the MAP at the regular grade level. Modifications are provided in accordance with the IEP. Students who are unable to respond to standardized measures are given the MAP-A which stresses achievement at an individual level.
Students are required to follow teacher directions and school rules, pay attention to the teacher and the task, and allow others to work and play safely. Assignments and instruction are individualized according to individual student needs. Teacher attention is provided in a regular sequence so that all students are aware of when their turn will be coming up for teacher help. When a longer instructional time is needed for a specific task, any other students in the room are given work they are able to do independently.
Students have work to do and are expected to use resource room time to complete work. Because each student is here due to some academic or behavioral deficit, all students always have work.
Demerits from the resource room are given after discussion with the general education teacher, and when other strategies have not been effective in encouraging the student to complete assigned work. Work is modified on an individual basis prior to use of demerits.
Homework is also assigned on an individual basis according to each student’s ability and needs. Most homework is from the regular education classrooms, not the resource room. General education teachers and resource teachers work together to reduce assignments when necessary and check for completion of assignments.
The primary goal for each student, is to increase work time in the regular education classrooms. Reading intervention takes priority with students who are struggling because of deficits in reading. Most students are required to complete regular classroom assignments, which are modified as needed for student ability and time (if time is taken for extra reading intervention, that student has less time to complete other assignments).
Once in a while a student will have such severe deficits as to be unable to complete even modified regular classroom assignments. All curriculum areas are addressed, at a different level, and the student is scheduled with the regular class for as many activities as is workable.
Unless deficits are extremely severe, every student takes the MAP at the regular grade level. Modifications are provided in accordance with the IEP. Students who are unable to respond to standardized measures are given the MAP-A which stresses achievement at an individual level.