Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki

Willis-Redus, NBCT

This guide has been designed as a resource for parents, out-of-school education providers, and
volunteers. While not comprehensive, it is intended to give a broad overview of what is
expected by the end of each grade level. Included in this guide are lists of skills that students and
teachers will be working on together during each grade level. All Illinois schools are using
Common Core State Standards. These standards help develop critical thinking skills that prepare
students for college and careers.
For more information about
Common Core Standards, please visit:
www.committothecore.org
www.corestandards.org
http://www.isbe.net/commoncore

Our total Sped pop is 196 which is just over 20% of our total student population.
Break down:
9th - 52
10th - 51
11th - 53
12th - 40

We do not have a formal RTI system that would help us identify need for sped services, but we will be creating one. T
parent or teacher for a case study evaluation and then gather our clinicians, the student's counselor, teachers and paren
concerns. If the team determines that an evaluation is warranted, the clinicians will determine which educational dom
that are considered:

Health
Current or past medical difficulties affecting educational performance.
Vision
Visual problems that would interfere with testing or educational performance. Date and results of last vision test.
Hearing
Hearing problems that would interfere with testing or educational performance. Date and results of last hearing screen
Social/Emotional Status
Information regarding how the environment affects educational performance (life history, adaptive behavior, independ
responsibility, cultural background).
General Intelligence
Data regarding intellectual ability, how the child takes in information, understands information and expresses informat
Academic Performance
Current or past academic functioning data pertinent to current educational performance.
Communication Status
Information regarding communicative abilities (language, articulation, voice, fluency) affecting educational performan

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

Motor Abilities
Fine and gross motor coordination difficulties, functional mobility, or strength and endurance issues affecting educatio
We have a continuum of services at Destiny High School:

clock care.

SPED provider or clinician consultation to staff

CTT support
Self contained/direct instructional support
Cluster programs for life skill instruction
Direct SSW, psych, OT, PT, Vision, Hearing, Nursing, SPL services.
We also link students to outside agencies for post high school support ranging from competitive

We continually communicate with our parents through newsletters, social media, our website, and all calls to ensure th
going on. The administrators and community rep also are engaged in two way communication and create plans and oth
success. Each teacher will provide regular access to the curriculum, so that parents can monitor and follow what their
parents at least twice a year (other than report card pick up) to discuss the student's academic progress and achievemen
make informed instructional decisions to create re-teaching plans and to provide academic interventions for students. E
every student on their skill mastery and will update their gradebooks at least once a week with two grades. Each teach
development that will improve their instructional practice so that they can assist all students in doing their best. Each t
other to make sure all students are prepared to be successful after high school. Each teacher will make sure that they p
students understand the assignment, what they'll learn from the assignment, and grade the assignment promptly (withi
projects). (Five Essentials Survey Data Parent Responses, 2015)

9th Grade Literacy Provisions

English- prepare Freshmen in reading comprehension, annotation, graphic organization, and word
knowledge to commence the transition to nonfiction texts and periodicals and the research process.
Assist with vocabulary skill building and context clues definition. Begin mastering the writing
process for research using multiple message and organizational tools to create a 5 paragraph essay.
Continue creative writing novel based reading passages. Grammar skills will remain enhanced for
writing through grammar mini-lessons and drills. Students will have visual aids for word knowledge
and writing. Audio aids for reading will also be provided as reading level assessments to determine
reading levels to provide modified texts and assignments when needed to meet the students needs.
Math- Students will continue with pre-algebraic expressions, introduction to graphing, multi-year
problem solving, algebraic word problems, and introduction to the TI-83. Students will master
exponents and order of operations to begin the introduction to geometry through shape area and
perimeter expressions and formulas. Diverse learners will be provided practice tools and aids along
with one on one support through math lab tutors. Visual and graphic aids will also be provided along

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

with access to classroom scientific and graphing calculators.

Science- Students will begin the study of Earth and Space Science in preparation for Biology at the
sophomore level. Students will learn about plate tectonics, minerals, earth's crust and core, along
with the impact of land and sea. They will also study some of the greatest natural wonders of the
Earth. In space and astronomy, students will learn about the galaxy and universe and some of the
new findings modern astronomers and astronauts discovered using technology. Diverse learners week
be provided extra time for close readings, vocabulary assistance, annotation guides, lab guides, and
hands on assistance.
Social Science- In Modern United States History, students will study the changes in American culture
and climate from the Civil War in the 1860's until today. Students week study the impact of wars,
technology, cultural integration and more on American life and the current trends. Reading aids for
comprehension, graphic organizers, audio/visual tools, and vocabulary building exercises will be
provided. Also, additional close reading time and writing tools week be provided for research based
assignments.
Art/Music- In art and music students will receive instruction with hands-on modeling, guided
practice, and independent practice with teacher facilitation.
Physical Education- in physical education students will receive modeled instructions, guided practice,
and independent practice with teacher put facilitation.
Modified physical lessons will be provided for those students with physical needs.

10th Grade Literacy Provisions and Support Measures

English- Comprehend literary nonfiction and informational/expository text with emphasis on
argument, poetry, and academic vocabulary. Identify authors purpose, compare/contrast authors
texts, identify and cite claim, evidence, and warrant within text, identify central idea with scaffolding
at high end of complexity
MathStudents will go more in depth in the following areas of math until mastery is obtained: number
sense, algebraic expressions, arithmetic and polynomials, rational expressions, reasoning with
equations and inequalities, probability, and expressing geometric properties with equations
Science- Through Life Science and the study of Biology, students will be assessed on the following
concepts: structures and processes of molecules to organisms, the growth and development of
organisms, information processing, interdependent relationships in ecosystems, social interactions
and group behaviors, inheritance and variation of traits, natural selection, adaptation, and biodiversity

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

and humans. These topics will all be taught through text, lecture, student projects, webinars, and
research-based questioning outside of the class setting. Students will analyze a broad range of text to
locate strong textual evidence, determine central ideas within text, determine the meaning of words
or phrases as they are used in the text, and identify the claim, warrant, evidence, and counterargument if given.
Social Science- Through World History study, students will be analyzing the text to locate strong
textual evidence to help support analysis of what the text states, determine central idea of each
subsection and analyze its development over the course of the text, determine the meaning of words
or phrases as they are used in the text, analyze the authors ideas or claims, determine the authors
point of view or purpose of the text, evaluate the argument and specific claims of the text, Cornell
note-taking, use of graphic organizers, and vocabulary grids to build word knowledge.
Art/Music- close reading to align with CCSS
Physical Education- An array of physical activity from fitness testing to team sports; each child will
be placed in a grouping that is based our physical fitness ability level. Each grouping will require a
certain number of CV classes per week to build for a healthier lifestyle. Student choice for the days
CV credit is not required. Modifications will be made accordingly.

11th Grade Literacy Provisions and Support Measures

English, Math, Science, Social Science- skipping over material that is deemed for the students
abilities or less important than other content, simplified versions of text or literature, students may do
shorter homework assignments or shorter more concentrated tests, extra aids to reduce lack of recall
and increase comprehension, extended time for assignments and/or tests in order to have more time to
comprehend questions, recall information, and synthesize knowledge. Audiobooks, text to speech
software, and extra breaks. Also, students may have a less distracting environment on independent
work tasks, submission of work as email attachments, supportive groups for tasks, one on one
guidance from peers- paraprofessional staff or faculty, use of visual equipment, verbal-written and/or
repeated step-by-step instructions, frequent checks for on-task behaviors, regular and detailed
feedback on tasks and progress or lack thereof, parent/family communication of needs to be
successful in the course, alternative assessments.
Art/Music- Modifications of assignments, if necessary. Extra breaks, if necessary. Assessing
students strengths and prefered modalities of learning and allowing them to internalize and
appreciate music and art through that means, frequent checks for on-task behaviors, regular and
detailed feedback on tasks and progress or lack thereof, parent/family communication of needs to be
successful in the course, alternative assessments.

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

Physical Education- Modifications of expectations if the child is physically impaired. Extra breaks if
necessary. One-on-one guidance from peers. Frequent checks for on-task behaviors. Regular and
detailed feedback on tasks and progress or lack thereof. Parent/family communication of needs to be
successful in the course. Alternative assessments.

12th Grade Literacy Provisions and Support Measures

English- Non Fiction, Focus on Evidence, Speaking and Listening Skills, Academic Vocabulary
Math- Focus on fewer concepts for mastery, Coherence, Understanding and Application, Practice:
Know It/Do It . Includes making sense of problems and persevering to solve them, reasoning
abstractly and quantitatively, using appropriate tools strategically, and constructing viable arguments
and critiquing the reasoning of others.
Resources:
"Nine Ways the Common Core Will Change Classroom Practice." 2012. 15 Feb.
2013<http://www.hepg.org/hel/article/543>
"Common Core Shifts | Engage NY ." 2011. 15 Feb. 2013 <http://engageny .org/resource/commoncoreshifts>
Google Scholar." 2004. 15 Feb. 2013 <http://scholar.google.com/>
Adams, Marilyn Jager. "Advancing Our Students Language and Literacy ." American Educator
(2010).

Our Plan: Basically we believe that in order to set our students up for success in the real world,
they need to be able to regulate their behavior within the classroom, school, and community. To
do so we need a sensory/calming room, life skills room, and CBI outings established. We

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

hypothesize that with the right tools and resources, we can create this space to meet the needs of
all our students while setting our students up for success to function appropriately in the
community via CBI outings and eventually post secondary education opportunities. One part of
the development of our plan is to reach out to students, parents, teachers, experts, etc to gain
insight into key perspectives surrounding our design opportunity.
Parent/Family Interview Questions
1. How old is your son/daughter? Tell me how you discovered your son/daughter had a
disability? (i.e. How/when did you learn that your he/she had a disability? Has his/her diagnosis
changed?)
2. What things have you found to enjoy about having a son/daughter with special needs?
3. Do you take or are you able to take your son/daughter with you and your family to any of the
following:
Grocery store Fast food restaurant Movies Sit down restaurant Family functions Shopping
malls Bus ride/train
Doctor appointments To get a haircut Laundromat Friends/Family Birthday Party Other?
4. What does he/she enjoy doing at home? At school? In the community? What are his/her
strengths?
5. Does he/she display any behaviors that make it difficult to go out in the community?
6. What have been the problems/challenges you and your family have faced?
At home:
At school:
In the community:

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

Post high school:

7. Of the schools/classrooms your son/daughter has attended, did some most, or all have:
A sensory room A life skills room Participate in community based instruction
8. In your experience, do you think that your son/daughter benefited (or would benefit) from
having access to
A sensory room:
A life skills room:
CBI:
9. If you said yes above, please describe your sons/daughters experience(s).
10. In your experience, when/if your son/daughter had access to a sensory room, life skills and
CBI curriculum, did you see improvements in the following areas? self-awareness?
Increased ability to self-nurture?
Increased resilience?
Increased self-esteem and body image?

Increased ability to engage in therapeutic activities?

Increased ability to engage in academic activities?

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

Increased ability to engage in self-care activities?

Increased ability to engage in meaningful life roles?

Increased ability to engage in social activities?

Increased ability to cope with triggers?

Other?

11. If you were giving advice to a professional who needed to explain to parents that their
son/daughter has a special need, what would that advice be?

12. What kinds of supports or therapies have been most successful for your son/daughter?

Family?

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

Support groups?

Teachers?

Therapies?

Sensory?

Life-skills?

CBI?

On the job training?

Other?

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

13. If you had to rank your top three supports or therapies, which would they be? Can you
describe the benefits/outcomes from these support systems?

14. What have been your experiences with school and school personnel? What have they done
that was most helpful? Most hurtful/harmful?

15. If I were to be your sons/daughters teacher next year, what advice would you want to give
me so he/she has the best possible education?

16. What would you want me to do/not do in terms of interactions with you if I were his/her
teacher?

17. What concerns or fears do you have for your sons/daughters future? How do you address
them?

18. Working with students with varying abilities has shown me that above all-- they teach us
unconditional love and patience. What other gifts has your son/daughter brought to you and your
family?

Other engaging questions to consider to get the parent/family member more interested:

Destiny High School Reading Specialists: Michael Karis, Melanie Lopez, Kara Wade, Vickki
Willis-Redus, NBCT

1. Beyond the day-to-day business of extra doctor appointments, therapy sessions, and IEP
meetings, in what ways is family life challenged by having a child with special needs?

2. What advice would you give for nurturing a marriage when you have a special needs child?

3. What in your opinion is the most important thing to know about how a child with special
needs affects family dynamics?

4. What advice would you give other parents?