Course Syllabus
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CHATTER HIGH LINK 
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GAR-FIELD HIGH SCHOOL SYLLABUS
Fall 2020-Spring 2021 Employ I-IV Course Information, Expectations, and Guidelines
Teachers Eunice (Anita) Ervin - Vocational Resource Teacher and (Employ Internship)
(PLC Team): Jamese Potts Jefferson – Transition Specialist
Mike Meadows – L.D. Math/Personal Finance Teacher
Assistant Blanca Talledo Teacher Assistant
Brookley Labas – Department Chair Special Ed.,
Milagros Polanco – Special Ed. Administrator
Mr. Matthew Mathison - Principal
Course Overview:Employ provides special education students with skills that will facilitate their entry into suitable occupations in accordance with their individual educational needs, aptitudes, and interests. The five levels of the Employ curriculum are sequential, and it is recommended that students take courses in chronological order.Prerequisite: Any student who is receiving special education services and whose Individualized Education Plan (IEP) and transition goals indicate the appropriateness of the Employ course offerings.Students enrolled in the Employ programs will gain awareness of the demands of future environments in which adults work, learn, live, and recreate. Through direct instruction and opportunities for practice in both classroom and community-based settings. Employ prepares students to engage in adult roles and settings in which meaningful productive work is done. Employ I & II consist of the classroom components. Employ III is a double block internship through community-based instruction and Employ IV provides credit for work experience. Lessons and activities are highly engaging and effective for the classroom and community.Standards of Learning:Virginia Standards of Learning exams are not given in the Employ curriculum. However, students are evaluated through summative and formative assessments created by teacher, and employee evaluations from their perspective employers in the community using SOL/Curriculum based objectives from state CTE program Verso which you can access online. Students and teachers will work together throughout the year to prepare for these through review sessions during the school year.Course Description:It is essential that we maintain a timeline to ensure that the entire curriculum is covered. Each of the concepts will be viewed through the following domains: Personal Qualities and People Skills, Professional Knowledge and Skills, and Technology Knowledge and Skills with each focusing on twenty-one Workplace Readiness Skills:
Domain One: Personal Qualities and People Skills Students will develop awareness of how to effectively communicate his/her needs in a social, school, and workplace setting.
1.Positive Work Ethic
2.Integrity
3.Teamwork
4.Self-Representation
5.Diversity Awareness
6.Conflict Resolution
7.Creativity and Resourcefulness
*Test bi-weekly, quizzes will be announced Domain Three: Technology Knowledge and Skills Students will develop awareness of technology and how it can be utilized in a classroom setting and on the job.
8.Job-Specific Technologies
9.Information Technology
10. Internet Use and Security
11. Telecommunications*Test bi-weekly/quizzes to be announced
Domain Two: Professional Knowledge and Skills Students will identify on the job task and demonstrate knowledge of effective workplace behavior, time management, customer service, and communication skills in a workplace setting.
12. Speaking and Listening
13. Reading and Writing
14. Critical Thinking and Problem Solving
15. Health and Safety
16. Organizations, Systems, and Climates
17. Lifelong Learning
18. Job Acquisition and Advancement
19. Time, Task, and Resource Management
20. Mathematics
21. Customer Service
*Test bi-weekly, quizzes will be announced
Course Grade Design: Grades will be calculated based upon the following assessment categories.
A percent score will be awarded for each assignment.
Reassessment Opportunities: All students will have the opportunity to reassess their level of mastery. Prior to a reassessment (which includes, but is not limited to a retake, spiraled assessment, or cumulative assessment) teachers may require students to reflect on previous practice or demonstrate additional preparation on the knowledge or skill. In order to reassess, students must have completed all assignments leading up to that assessment. [School/dept expectations here regarding reflection or additional preparation.]
Academic Violations: Academic violations consist of any student action that, through misrepresentation or other means, compromises the integrity of the learning process for one or more students. Academic violations are considered behavioral issues and could result in disciplinary action from the student’s administrator. Additionally, the student will not receive credit for the work in question and will be required to resubmit the assignment or an equivalent assignment.
The teacher may place a zero or NHI in the gradebook as a place holder until the assignment has been completed.
Office Hours: Teachers will be available via Zoom or Chat for the duration of the allotted time frame for office hours. If needed, students can arrange in advance to work with their teacher to address questions or to complete make up work. Parents should contact their child’s teacher via email to request a meeting/conference.
Grading: Teachers will follow the Prince William County guidelines for grading for high school instruction (PWCS 661-3). Although grades will be weighted to show importance, no single grade will count more than 20% of the marking period grade.
The final exam accounts for 10% of the final grade. Grades are determined by the following which may be gathered synchronously or asynchronously:
70% Summative Assessments- for example: unit tests which may include on-line assessments, projects, lab assessments, written submissions, and/or oral presentations. These assessments are a way for students to demonstrate that they have mastered learning target(s) that have been addressed during a unit of study. This type of assessment could occur during a unit or at the end of a unit. Examples of these assessments could be, but are not limited to, tests, projects, employer evaluations for Employ III/IV students.
30% Formative Assessments: for example: homework, classwork (synchronous and asynchronous), daily checks. This type of assessment would be used to measure student progress towards a learning target. These would occur within instruction towards a learning target. Examples of these assessments could be, but are not limited to, work done at home or work done in the classroom, or quizzes.
0% - Practice Assignment/Ungraded
This type of assessment would be a tool that allows students to develop competency and fluency of a learning target. This task will never be an assessment of new material. Examples of these assessments could be, but are not limited to, work done at home, or work done in the classroom.
The student’s semester grade will be determined as follows:
1st quarter =40%, 2nd quarter =40%, exam =20%.The student’s final course grade will be determined by the average of the two semesters.
The Prince William County Public Schools grading scale will be used and is as follows:
A = 90-100%B+ = 87-89%B = 80-86%C+ = 77-79%C = 70-76%D+ = 67-69%D = 60-66%F = 59% and below
Mastery Learning Policy
It is the policy of the Special Education Department that all tests and quizzes are announced well in advance and for each test a written, specific study guide will be provided to assist students as they prepare for the test. There will be no surprises. Content team common assessments and study guides will be used for each unit exam. As it is our goal that each student demonstrates mastery of content, it is the expectation of the Special Education Department that each student earns at least a 75% on the common assessments.
Any student not reaching this goal will be given the privilege of retaking the assessment. He/she is expected to engage in a remediation activity as planned by the teacher. For example, the student may be required to make corrections on the previous assessment, study and review the corrections and be scheduled to retake that assessment.
Attendance: The attendance office processes attendance information daily. Students who accrue six unexcused and excused absences, which leads to an “F” in the grade book, may have the opportunity to enter into a mutually agreed upon teacher and administrator contract to have their unexcused absences changed to excused. Students may submit a waiver along with appropriate official documentation (for example, a letter from the doctor, hospital, court, etc.) for their excused absences. After the second unexcused absence or third unexcused tardy, your parent, counselor and/or alpha administrator will be notified. Excessive attendance issues are serious and will be addressed firmly. Students need to be online daily for their classes Tue. -Fri.
School Fusion (http://www.gar-field.org):School Fusion will be used as one of the primary means of contact between school and home. School Fusion is also a vehicle that increases parent and student access to course information when students are unable to participate in classroom instruction. Account updates will occur every seven days (by the COB every Tuesday) as needed. Posted in this account at minimum, should be a copy of the course syllabus, the most recent assignments, and the “Year at a Glance”.
Students and parents can access School Fusion by visiting www.Gar-Field.org. (Links to an external site.) You will have access to subjects and individual teacher websites by clicking on "Academics" on the side navigational bar. Students have been issued accounts that allow them to have customized features.
You may also receive information on school events and reports on ongoing school activities by following us on Twitter at @Gar_Field_HS.
Grading Scale & Make up Work: It is essential that homework be done on time being that they are rarely assigned. In general, students have until the interim to make-up homework assignments from the first 4.5 weeks of the quarter and until report cards to make-up homework assignments from the second 4.5 weeks of the quarter. Certain homework assignments are crucial to skill building and may require parent participation.
If students have a prearranged absence due to travel or extra curricular reasons, the assignments normally due while students are gone will be due two weeks after student returns from his/her trip. Individual for
Teacher Class Expectations and Teacher Support: We are looking forward to working with you and your students this year. We will work hard to present this class in an interesting and exciting manner. All students are expected to be responsible, attend class regularly, be on time and participate in class activities and discussions in a positive manner. They are also expected to be respectful to all people and property in the classroom.
Materials: Basic Supplies:Pens, (blue or black ink only)Pencils, (No mechanical pencils please)Pack of Loose-leaf paper (wide-ruled 1 pack.)***White or Black Binder with Front Pocket
Teacher Contact Info:
Ms. Eunice (Anita) Ervin
Gar-field High School
14000 Smoketown Road
Woodbridge, VA 22192
Office Hours: (703) 730-7000 you may reach me between the hours of: 2:50 - 3:30 p.m. Tuesday - Fridays
E-mail Address: ervinex@pwcs.edu
Course Summary:
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