BREAKING THROUGH THE BREAKING THROUGH THE BARRIERSBARRIERS::

Phase IIPhase II

Autism Therapeutic Schools’Autism Therapeutic Schools’

High School Education High School Education ProgramProgram

Grades 9-12Grades 9-12

PresentersPresentersGwendolyn B. MurphyGwendolyn B. Murphy

Director of Therapeutic Schools Director of Therapeutic Schools Easter Seals Metropolitan ChicagoEaster Seals Metropolitan Chicago

Nicole L. DavenportNicole L. DavenportSchool Administrator – Therapeutic School Administrator – Therapeutic

School and Center for Autism ResearchSchool and Center for Autism Research Easter Seals Metropolitan ChicagoEaster Seals Metropolitan Chicago

Presentation Presentation OverviewOverview

RationaleRationale

Description of High School Description of High School ProgramProgram

Practical Implications: Practical Implications: Phases I & IIPhases I & II

RationaleRationale

Personal ExperiencesPersonal Experiences

ISBE & District ISBE & District RequirementsRequirements

Special Educator ChallengesSpecial Educator Challenges

Description of GuideDescription of GuideGrade RequirementsGrade Requirements

TranscriptTranscript

Grading ScaleGrading Scale

Course DescriptionsCourse Descriptions

Description of GuideDescription of GuideGrade Requirement Checklist - Grade 10BGrade Requirement Checklist - Grade 10B

Course Numb

er

Course Semester 1

Credits

Semester 2

Credits

ESYSumme

r Credits

10B.1 Social Studies III: U.S. History .5 .5

10B.2 General Science IV: Physical Science

.5 .5

10B.3 Mathematics III: Geometry .5 .5

10B.4 Occupational Preparation .5 .5

10B.5 Modified Public Law Test P/NC

10B.6 Service Learning Hours 5 HRS

10B.7 Recreational/Leisure IV 1

10B.8 Vocational Education IV 1

Description of GuideDescription of GuideHigh School Grade Report and Transcript- Grade High School Grade Report and Transcript- Grade

10B10B

TranscriptTranscript

Grading ScaleGrading Scale

Course Numb

er

Course Semester 1

Grade /Credit

Semester 2

Grade/Credit

ESY

Grade/Credit

10B.1 Social Studies III: U.S. History

10B.2 General Science IV: Physical Science

10B.3 Mathematics III: Geometry

10B.4 Occupational Preparation

10B.5 Modified Public Law Test

10B.6 Service Learning Hours

10B.7 Recreational/Leisure IV

10B.8 Vocational Education IV

Description of GuideDescription of GuideGrading ScaleGrading Scale

ACOMPLETES GOAL AS

WRITTEN OR AT GREATER COMPETENCY

BCOMPLETES GOAL AS WRITTEN, WITH ONE ADDITIONAL PROMPT

CCOMPLETES GOAL AS

WRITTEN, WITH 2 ADDITIONAL PROMPTS

DCOMPLETES GOAL AS

WRITTEN, WITH 3 ADDITIONAL PROMPTS

FCOMPELTES GOAL AS

WRITTEN, WITH 4 OR MORE ADDITIONAL PROMPTS

Description of GuideDescription of GuideCourse Numb

er

Course Semester 1

Grade /Credit

Semester 2

Grade/Credit

ESY

Grade/Credit

10B.1 Social Studies III: U.S. History

10B.2 General Science IV: Physical Science

10B.3 Mathematics III: Geometry

10B.4 Occupational Preparation

10B.5 Modified Public Law Test

10B.6 Service Learning Hours

10B.7 Recreational/Leisure IV

10B.8 Vocational Education IV

A/.5

B/.5

A/.5

C/.5

A/.5

C/.5

A/.5

P

5 Hours

A/1

B/1

C/.5

Description of GuideDescription of GuideCourse Descriptions:Course Descriptions:

State GoalState Goal

Illinois Learning StandardsIllinois Learning Standards

Course OverviewCourse Overview

Curriculum (Adapted)Curriculum (Adapted)

Social Studies III: United States HistorySocial Studies III: United States History

ISBE LEARNING STANDARDS ADDRESSED:ISBE LEARNING STANDARDS ADDRESSED:State Goal 14:State Goal 14: Understand political systems, with an emphasis on the United Understand political systems, with an emphasis on the United

States.States.State Goal 16:State Goal 16: Understand events, trends, individuals and movements shaping Understand events, trends, individuals and movements shaping

the history of the history of Illinois, the United States and other nations.Illinois, the United States and other nations.State Goal 17:State Goal 17: Understand world geography and the effects of geography on Understand world geography and the effects of geography on

society, with an society, with an emphasis on the United States.emphasis on the United States.State Goal 18:State Goal 18: Understand social systems, with an emphasis on the United Understand social systems, with an emphasis on the United

States.States.

COURSE OVERVIEWCOURSE OVERVIEW:: In alignment with the Illinois State Board of Education Learning Standards, this course In alignment with the Illinois State Board of Education Learning Standards, this course

is designed to help students gain an understanding of the people, ideas, and forces that is designed to help students gain an understanding of the people, ideas, and forces that have shaped and impacted the United States. Based on individual cognitive abilities and have shaped and impacted the United States. Based on individual cognitive abilities and needs, students will develop a greater understanding and appreciation for their place in needs, students will develop a greater understanding and appreciation for their place in a culturally diverse society. In addition, students will be empowered to claim their a culturally diverse society. In addition, students will be empowered to claim their rights, balance their own interests with those of the community, and participate rights, balance their own interests with those of the community, and participate effectively within their system of government.effectively within their system of government.

CURRICULUM ADAPTED:CURRICULUM ADAPTED: Utilize incidental moments throughout the daily schedule to refer students’ attention to Utilize incidental moments throughout the daily schedule to refer students’ attention to

classroom rules.classroom rules. Incorporate opportunities within the daily schedule for students to self-monitor behavior.Incorporate opportunities within the daily schedule for students to self-monitor behavior. Reinforce the use of the classroom/individual behavior chart.Reinforce the use of the classroom/individual behavior chart. Reinforce the concept of choice-making.Reinforce the concept of choice-making. Participate in activities requiring the identification of community members/workers and Participate in activities requiring the identification of community members/workers and

their roles/responsibilities within society.their roles/responsibilities within society. Incorporate/reinforce key concepts/sight words corresponding to the Bill of Rights.Incorporate/reinforce key concepts/sight words corresponding to the Bill of Rights. Participate in activities requiring students to identify school personnel and their Participate in activities requiring students to identify school personnel and their

roles/responsibilities.roles/responsibilities.

Practical Practical Implications…Implications…

Connecting Phases I & IIConnecting Phases I & II

For EducatorsFor Educators

For StudentsFor Students

CONTACT CONTACT INFORMATIONINFORMATION

Gwendolyn B. MurphyGwendolyn B. Murphy Director of Therapeutic Schools Director of Therapeutic Schools

Easter Seals Metropolitan ChicagoEaster Seals Metropolitan Chicagowmurphy@eastersealschicago.org

Nicole L. DavenportNicole L. DavenportSchool Administrator – Therapeutic School School Administrator – Therapeutic School

and Center for Autism Research and Center for Autism Research Easter Seals Metropolitan ChicagoEaster Seals Metropolitan Chicagondavenport@eastersealschicago.org