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

2. 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

3. 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).

4. 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.

5. 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.

6. 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.

7. 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.

8. References
Mecklenburg County Public Schools Instruction: Handbooks and documents: Program of studies Retrieved from ProgramofStudiesupdated8-9.docx-1.pdf
NELP Standards. Retrieved From standards?module_item_id=