Improving the Utilization of resources in Life skills classes Denise Hall, PEDU 509

Project PROPOSAL Inspiration for the project: an Inexperienced new Special Education Teacher ACTIONS: review the current course descriptions of the Life Skills classes Align the curriculum and materials to the student needs Assess Current instructional methods through observations. Make Recommendations for improvements and changes to the teachers to incorporate more interactive and personalized methods of teaching the students. Look for implementation of the Recommendations for improvement in Follow-up observations

From the Program of Studies LIFE SKILLS ENGLISH 9 GRADE 9 Prerequisite(s): none Students will learn and practice basic English grammar skills needed to communicate with others in the community, and interpret written communication. Emphasis will be placed on developing sight word vocabulary so that words and phrases encountered in everyday life can be meaningfully interpreted. Decoding, spelling, and comprehension skills are taught in relation to naturally occurring events or stories. LIFE SKILLS MATH 9 GRADE 9 Prerequisite(s): None This course provides the foundation for daily living math skills. Students will be introduced to fundamental math skills necessary for functioning independently as an adult (MCPS, 2011).

Identifying Challenges ALL STUDENTS CAN LEARN: This looks different for different students While students are all below grade level and working on an IEP-driven Curriculum, the abilities of the individual students vary greatly Retention of material can be a challenge that presents another barrier to long- term learning Practice, Repetition, and Transferring skills to real life is a crucial part of the life skills curriculum NELP Standard 6.4, Legal Compliance, relates to special education services being provided in the least restrictive environment.

CURRICULUM REVIEW Glencoe’s Life Skills Line of books serves as a Resource for the Life Skills classes many of the other materials used by the teachers are found online or are “Homemade” and tailored to fit the needs of the students Many of the students enjoy playing academic games online Many lower skill level workbooks are used to satisfy the needs of the students The non-verbal students utilize picture schedules and folder games NELP Standard 4.1, Learning System, relates to this project by addressing needs in the curriculum, and Standard 4.4, Learning Supports, relates to this project through the incorporation of online resources.

Two Different Methods of Instruction Starting high Starting Low Gives the students with stronger academic abilities to utilize the skills they have and build on them by providing a challenge Can lead to frustration if too difficult Eliminates frustration for the students who struggle with even the most basic activities, like identifying coins and counting change Can lead to boredom if too easy NELP Standard 4.2, Instructional Practice, is relevant to the project in relation to the incorporation of engaging instructional practices based on the development of the children.

Reflection Project success: The new teacher’s willingness to utilize resources Barrier: The veteran teachers were interested in a new curriculum but have not had requests for new text books honored Observation: I have the power to make recommendations. I do not have the power to give consequences if my recommendations are not followed. If I were to do this project again, I would change the objective: Launch a new Special Education Teacher with zero years of Teaching Experience.

References Mecklenburg County Public Schools. 2011. Instruction: Handbooks and documents: Program of studies 2016 -2017. Retrieved from http://mcpsweb.org/wp-content/uploads/2016- 2017ProgramofStudiesupdated8-9.docx-1.pdf NELP Standards. Retrieved From https://canvas.longwood.edu/courses/1281568/pages/nelp- standards?module_item_id=12101074