1. Mrs. Campbell General Studies

2. General Studies Core Components

3. ● Self-care skills - domestics - recreation - community experiences
● Functional academics - literacy (reading and writing) - basic math, time and money skills
● Self-care skills - domestics - recreation - community experiences
● Transition planning

4. Functional Academics
● Skills that emphasize daily living skills, community skills, recreation and leisure and employment need to be incorporated into the curriculum.
● Students in inclusive settings can follow the regular curriculum, but emphasis should be placed on those skills that are the most functional.

5. Functional Academics
Functional reading: in this type of reading instruction, the main focus is on how students can use their reading ability, even if it is limited, to obtain necessary information to solve problems and complete their daily activities
Instructional methods:
Leveled e-books
Independent Reading Level Assessment
Interactive notebooks
Text-to-speech/Speech to text

6. The Independent Reading Level Assessment (IRLA)
The Independent Reading Level Assessment (IRLA) is a unified standards-based framework for student assessment, text leveling, and curriculum and instruction.
SCHOLARS leveled books are designed exclusively for teenagers who are reading below grade level and are selected to engage high school readers at their independent reading level.
Increase students’ experience with informational text and literature.
Widen and deepen reading skills, strategies, and academic vocabulary.
Provide ladders of learning that accelerate the acquisition of grade level reading ability.

7. Functional Academics
Basic math skills - Functional math skills are those skills that a student needs in order to live independently in the community, to care for themselves and to make choices about their lives.
Instructional methods:
Interactive math program
Fun games for better engagement
Students learn at their own pace
Interactive content suits different learning styles
Hands-on manipulatives
Interactive Notebooks

8. Virginia Alternate Assessment (VAAP)
The Virginia Alternate Assessment Program (VAAP) is designed to evaluate the performance of students with cognitive disabilities who are working on academic standards that have been reduced in complexity and depth. This content is derived from the Standards of Learning (SOL) and is referred to as the Aligned Standards of Learning (ASOL).
High School students participating in the VAAP are required to submit evidence in reading, writing, mathematics, science, history/social sciences by the end of their completion of grade 11 or on a schedule identified by the local school division.
King William High School students complete their VAAP assessment in grade 11.

9. Self - care skills
Domestics
Recreation
Community Experience

10. Transition Planning Planning that will allow the student to:
•Choose a living arrangement
•Obtain a career
•Develop independent and community living skills, and
•Access postsecondary education ultimately moving from school to the adult world.

11. Transition activities
Explore post-secondary opportunities
Visit Woodrow Wilson PERT
Access transportation (Bay Area Transit)
Begin referral process to Vocational Rehabilitation
Prepare for the Ability to Benefit test and Virginia Placement test (for students planning to attend VCU’s ACE-IT or Reynold’s PAVE program)