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BROWNSVILLE ISD CONTENT MASTERY PROGRAM HANDBOOK PRESENTED BY SPECIAL SERVICES DEPARTMENT BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006

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Page 1: Brownsville Isd

BROWNSVILLE ISD

CONTENT MASTERY

PROGRAM

HANDBOOK

PRESENTED BY

SPECIAL SERVICES

DEPARTMENT

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006

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CONTRIBUTIONS WERE MADE BY THE

BISD SPECIAL SERVICES PERSONNEL, CMC

CONSULTANT, FORMER AND CURRENT

CONTENT MASTERY

TEACHERS AND PARAPROFESSIONALS

IN THE DISTRICT

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006

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TABLE OF CONTENTS

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006

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GOALS 1

WHAT IS IT? 2

CONTENT MASTERY: 3

SERVICES AND SUPPORT PROVIDED 4BY THE CM TEACHER

RESPONSIBILITIES OF THE 7CMC TEACHER

RESPONSIBILITIES OF THE CMC 9PARAPROFESSIONAL

WHEN SHOULD THE CENTER BE OPENED? 11 WHO CAN GO TO THE CMC? 12HOW ARE CAMPUS NEEDS DETERMINED? 13

IT’S PEOPLE THAT MAKE CONTENT 14MASTERY WORK

WHO SHOULD BE INVOLVED IN 15 SUPPORTING CM?

RESPONSIBILITIES OF GENERAL ED STAFF 16

CMC PROCEDURES/MODIFICATIONS/MATERIALS 17

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STUDENTS SHOULD GO TO THE 18CMC WHEN..

STUDENTS SHOULD STAY IN THEIR GENERAL 19CLASSROOM WHEN..

STUDENTS SHOULD BE SENT BACK 20TO CLASS FROM CMC WHEN…

STUDENT USE OF THE CENTER 21

CONTENT MASTERY CENTERMATERIALS AND EQUIPMENT 22

REQUESTING TEXTBOOKS 24

PROGRAM OUTLINE FOR ORIENTATION 25OF GENERAL ED. TEACHERS TO CMC

PROGRAM OUTLINE FOR 27ORIENTATION OF STUDENTS TO CMC

PROGRAM OUTLINE FOR ORIENTATION 30OF PARENTS TO CMC

CONTENT MASTERY RULES 32

CONTENT MASTERY FORMS 35

CONTENT MASTERY PASSES 37

SIGN-IN FORMS 46

PROGRESS REPORTS 51

SENT/ RECEIVED LIST 56

CONFERENCE FORMS 58

STUDENT CONFERENCE FORMS 59

TEACHER CONFERENCE FORMS 63 TELEPHONE LOG 68

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CMC SUPPORT TRACKING FORM 71 CMC REMINDER NOTICES 73

CMC CRITICAL ELEMENTS 77

CMC VISITATION FORM 80

CMC CHECKLIST 82 CMC IEP GOALS AND OBJECTIVES 84

DATA REPORT 87

TEACHER SURVEY 89

STUDENT SURVEY 92

CRITIQUE OF THE CMC 95

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CONTENT MASTERY CENTER GOALS

The goals of the Content Mastery Program are the following:

• to have the identified student master course content, making the highest grade possible in the general education.

• to help each students become aware of his/her strengths, areas of need, and appropriate compensatory strategies.

• to assist each student in becoming “study skill independent”.

• to unite the expertise of general educators, special educators, specialists, and other campus staff to provide the best education possible for all students.

• to help all special education students meet the needs of LRE requirements.

• to support general education teachers by providing modification information and instructional and behavior intervention strategies.

• to serve as a resource for “best practices" knowledge, material and information.

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CONTENT MASTERYWHAT IS IT?

A fully operational and flexible learning center which provides support to

students with special learning needs receiving instruction in the general

education classroom. The goal is for students to achieve passing grades in

general education through the provision of accomodations/ modifications, help

with completing assignments and support for test taking while addressing LRE

(Least Restrictive Environment) inclusion support. An additional component is

the delivery of support by the Special Education teacher to general educators.

The Content Mastery Program is one of many delivery models for inclusion.

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CONTENT MASTERYWHAT IT IS

•For identified students•An inclusive instructional model•A way to help students achieve passing grades in regular classes•Support which occurs after appropriate direct instruction has beengiven in the general education classroom•Assistance provided on an-needed basis rather than on a regular

schedule•Creation of whatever additional modifications or supports a studentmight need•Study sessions prior to tests being given in the general educationclassroom•Monitoring student progress•Support for general education teachers•Ongoing collaboration with general education teachers

WHAT IT IS NOT

• A discipline or timeout center• Intended to replace curriculum or direct instruction provided by

the general education teacher• A counseling office• Just a quiet place to work

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SERVICES AND SUPPORT PROVIDED BY THE

CONTENT MASTERY TEACHER

The Content Mastery Teacher offers a wide variety of services to the

general education classroom teacher, who provides the academic support

necessary for the content mastery special education eligible student to

master the curriculum and IEP objectives. In order to provide these

services in an effective and timely fashion, the general education teacher

should provide the CMC teacher with the following: worksheets/study

guides with corresponding answer keys, lesson plans, project outlines,

tests with answer keys, and other related instructional materials. Content

Mastery should function in a proactive not reactive mode; that is, in order

to most effectively work with students with general education content, the

CMC staff needs lesson plan(s) prior notice of tests, assignments, projects,

and etc. It is only through this coordination of effort that all parties will

see the greatest benefit from the Content Mastery program.

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• Taped recorded textbooks and reading materials• Highlighted materials• Laminated instructional materials• Vocabulary cards• Collection of teacher-made materials• Graphic and Advance organizers• Modified materials and tests• Multi-sensory activities• Manipulatives

2. SUPPORT

For GENERAL EDUCATION TEACHERS• Provide strategies for modification of instruction.• Discuss student’s individual strengths, areas of difficulty and

compensatory strategies.• Assist with determining range of appropriate modifications for

special education students.• Help general education teacher identify instructional activities

needing modifications.• Assist with the preparation of adapted materials.• Monitor student placement and progress in the general education

classroom.• Maintain contact with the general education teacher through formal

and informal methods.• Provide support to aide in the compliance of the student’s IEP.

For STUDENTS

• Provide assistance with packets, worksheets, written assignments, major projects, or anything involving instructional material.

• Pre-teach and/or re-teach as appropriate.• Conduct study groups for tests and exams.• Discuss student’s individual strengths, areas of difficulty and

compensatory strategies.

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 5

The SERVICES include but are not limited to the following:

1. Materials

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• Assist student with the development of organizational and study skills• Conference with the student to provide feedback, problem-solving and to encourage success.• Work collaboratively with the student’s teachers to help create a positive and successful learning environment.• Help develop appropriate and required modified materials for student use in the Content Mastery Center and general education classroom.

For PARENTS

• Discuss student’s individual strengths, areas of difficulty and compensatory strategies.• Conference with the parent as needed to provide feedback and problem-solving opportunities.• Encourage active involvement of the parent in the student’s educational planning.

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RESPONSIBILITIES OF THE CONTENTMASTERY TEACHER

• Coordinate with other involved school personnel in planning and providing modified instruction for the student.

• Provide consultative assistance to general education classroom teachers.

• Provide appropriate environment, guidance, and learning climate for the students in the content mastery center.

• Keep accurate and complete sign-in records; this is critical for security and safety factors.

• Complete all requested forms and records including Course Modification Plan, Walk In Data, Failure Data, Grade Checks, CMC Tracking Student and Teacher Conference and Student Monitoring forms.

• Implement specific I.E.P. objectives at the student’s level of competency to assist in mastery of course objectives.

• Assist the educational diagnostician in reviewing and revising the educational plan.

• Evaluate student’s progress in terms of stated objectives through the use of the three/six/ week progress reports.

• Participate in Admission, Review, and Dismissal Committee Meetings and contribute pertinent information to the review and dismissal meetings.

• Interpret special education policies, procedures, and guidelines to regular education personnel and/or parents.

• Share knowledge and accommodated materials with others personnel at your campus.

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• Provide continuous in-service training including content mastery orientation for general education and other campus staff.

• Maintain a file system of worksheets, tests, and materials used in general education classes.

• Train and cooperatively plan with the special education paraprofessional/teacher.

• Demonstrate an interest in professional growth through study of professional literature and/or attendance at appropriate conferences, workshops, and meetings.

• Work with other teachers to promote cooperation/collaboration among the staff.

• Assist in evaluating services provided for identified students.

• Assume responsibility for the security and inventory of instructional materials and equipment assigned to the Content Mastery Center.

• Assure that the Content Mastery Center is opened at all times.

• Provide Content Mastery Center orientation for students, parents, general education teachers, administrators and other campus staff.

• Attend staff development (general and special education topics) with general education teachers to enhance collaboration, teaming efforts and curriculum knowledge.

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RESPONSIBILITIES OF THECONTENT MASTERYPARAPROFESSIONAL

The paraprofessional is responsible for maintaining the effective operation of the Content Mastery Center under the supervision of the Content Mastery Teacher. Typically, this person is staffed full-time to the Content Mastery Center in order to provide a seamless delivery of service to all identified students. A campus can help guarantee a quality program by minimizing or negating the pulling-out of paraprofessionals to perform other duties.

• Staff Content Mastery Center on a full-time daily basis by coordinating the Content Mastery schedule with other CMC staff so center is opened at all times.

• Provide and maintain a positive and effective leaning environment.

• Assist with the development and delivery of modification.

• Keep accurate Content Mastery records including but not limited to the sign-in sheets, and Content Mastery passes.

• Provide content instruction to students.

• Assist students with completion of assignments and tests.

• Maintain documentation on students that demonstrate academic/behavior difficulty while in Content Mastery Center.

• Provide information to the Content Mastery teacher regarding student progress and performance while under your supervision in the center. This information can be used by the Content Mastery teacher for use in meetings.

• Attend ARD meeting as per administrative requests for students experiencing academic/behavior difficulty while in the Content Mastery Center (very limited basis)

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 9

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• Establish and maintain student and teacher files, content mastery files, sign-in sheets, lesson plans, worksheets, notes from teachers, and content mastery conference folders (regular education teacher, etc.)

• Use effective behavior management and teaching strategies with Content Mastery students in 1:1 and small group settings

• Possess the knowledge of needed academic skills (math, reading, spelling, science, social studies, and writing) in order to re-teach or assist students with regular classroom assignments

• Create and duplicate materials as needed for Content Mastery Program

• Attend appropriate meetings and training sessions dealing with related Content Mastery issues.

• Conduct and assist in paraprofessional training as requested and appropriate.

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WHEN SHOULD THE CENTER BE OPENED?

The center will be opened Monday through Friday during regular school and

lunch hours. It can also be open before and after school as directed by

administration. Special Education students must have access to the center

when assistance is needed, not on an appointment basis. This is in

keeping with providing the required instructional program as outlined in the

IEP. Hours will be posted throughout the school and announced as

necessary.

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WHO CAN GO TO CONTENT MASTERY?

The following students may have access to Content Mastery services:

1. Students receiving services through a resource program may access the CMC as indicated on the IEP. CMC goals and objectives must be a part of the IEP.

2. Students receiving services through an inclusion delivery model may access the CMC at times when an inclusion teacher or paraprofessional is not scheduled for direct services in a general education classroom. These students must have content mastery goals and objectives in their IEP.

3. Students receiving services through the behavior intervention program needing assistance through Content Mastery have several options. The ARD committee will determine if these services can most effectively be provided to this student by his/her BI teacher or through the CMC. Must conduct a staffing.

4. Speech only students can receive these services only if the IEP includes goals and objectives for Content Mastery. The ARD committee may wish to specify the subject in which the student can go to CMC, types of assistance to be provided in CMC, and the duration of time this student has access to the center. Must conduct a staffing.

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HOW ARE CAMPUS NEEDS DETERMINED?

Content Mastery will provide support to students and general education

teachers who may not have assistance from inclusion teachers. This

setting may also provide support when the inclusion teacher cannot be

available. Individual campuses determine the service delivery system

based upon the needs of their students.

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IT’S THE PEOPLE THAT MAKECONTENT MASTERY WORK

The following people may be responsible for a Content Mastery Center:• Certified special education teacher• Special education paraprofessional (under the direction of a certified special education teacher)

Additional help for CMC:

• Any certified teacher – consider staffing general education teachers into the Content Mastery Center during a regularly scheduled period; that is, instead of a teaching period, they work in the CMC.• Dyslexia Teachers, Speech Therapists, ESL staff• Interns, Student Teachers• Clerks, library assistants, assistant principals, counselors, principal (this may be needed especially during times of heavy usage such as end of grading periods and test days. This could become part of the Content Mastery Center campus contingency plan to handle overload situations.• Substitute teachers during non-teaching periods• Parent and/or community volunteers• Student aides – kids helping kids, National Honor Society, Student Council & etc.

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WHO SHOULD BE INVOLVED IN SUPPORTING CONTENT MASTERY?

Every teacher, administrator, and support staff should have the

opportunity to attend a brief overview of the Content Mastery program. In

addition, parents of students who have been approved to receive Content

Mastery assistance, as well as these identified students, should receive an

orientation to the program. In order to make a difference for students, an

effective CMC program needs full support from all campus staff and

parents.

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RESPONSIBILITIES OF GENERAL EDUCATION STAFF

• Provide direct instruction to special education students utilizing IEP goals an modifications as required by the ARD committee

• Maximize student time in the general education classroom through the provision of modifications and the usage of best teaching practices

• Determine appropriate time and reasons for sending students to Content Mastery; this is typically done after direction instruction, teacher lecture, guided practice, small group work, audio-visual presentations, and lab work. The best time is usually during independent work and testing. As a teacher, you must be cognizant of a special education student’s disabilities and how to accommodate these.

• Collaborate with Content Mastery Center staff about needed modifications and student progress

• Decide on which modifications are appropriate for a student for a particular activity

• Grade student’s performance after required modifications have been provided

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 16

• Send students to Content Mastery Center with pass, instructions and needed materials

• Provide copies of lesson plans, worksheets, tests, project information, answer keys and other instructional materials to the Content Mastery teacher prior to their introduction and use

• Complete progress reports and submit to the Content Mastery teacher

• Participate in ARD meetings

• Provide quality instruction

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CONTENT MASTERY CENTER

PROCEDURES,ACCOMODATIONS/MODIFICATIONS

&MATERIALS

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STUDENTS SHOULD GO TOCONTENT MASTERY WHEN…

• Completing independent work that will require significant 1:1 support or small group for successful completion of an appropriate task

• Needing to complete an assignment that everyone else has finished or when student needs to complete a test requiring monitoring and assistance

• Needing to have a test read aloud (be sure this is specified in the student’s modifications)

• Needing to use the computer to complete a written assignment when one is not available in the general education classroom

• Needing to participate in a study session prior to taking a test

• Grades are low or student is failing a course

• Re-teach, review, or pre-teach (pre-exposure) is needed

• The inclusion teacher is unavailable in the general education classroom for assistance

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STUDENTS SHOULD STAY IN THE GENERAL CLASSROOM WHEN…

• Instructions/directions are being given for an assignment

• Direct instruction, lab work, audio-visual presentation, lectures, class discussions, and small group work is being conducted

• Student has not even tried to do the assignment, including homework

• Student can read a test without assistance

• Student just needs a modified test. If the test has been modified ahead of time, the student can take the test in the classroom.

• Students receive assistance through an inclusion delivery model and the inclusion teacher/paraprofessional is available in the classroom

• Student needs a quiet place to take a test. Often, the classroom is quieter than Content Mastery Center where multiple groups of students are working on a wide variety of subjects, topics, and assignments

Note: Many modifications can be successfully implemented in the general education classroom where you, the content expert are readily available to answer or clarify any student questions. This also helps assure compliance with Least Restrictive Environment.

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STUDENTS SHOULD BE SENT BACK TO CLASS FROM CMC WHEN…

• They arrive without a pass or instructions as to why they have come.

• They are sent to the CMC due to inappropriate behavior that was exhibited in the general education classroom. The teacher in charge of that classroom using standard and routine procedures should address misconduct that occurs in the general education classroom.

• They are missing direct instruction or critical curriculum content being delivered by the general education teacher (curriculum expert).

• They come in without books/materials.

• There are already too many students in the center. Special education students have priority over other non-identified students due to the need for legally required instructional assistance. Special education students should not be returned to class unless they were originally sent there for reasons not meeting the outlined criteria or IEP requirements.

• They refuse to complete assignments or accept assistance from the CMC staff

NOTE: In the event that the Content Mastery Center experiences an inability to effectively handle the student load, it is highly recommended that a campus contingency plan be created to meet the need for additional space, personnel, and materials.

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STUDENT USE OF THE CONTENT MASTERY CENTER

I. Student is sent to the CMC according to outlined criteria

II. Student brings needed materials and directions for successful completion of assignment/test

III. Student brings CMC pass with the following: A. Assignment

B. Time sentC. Time to return to classD. Other pertinent information

1. Subject area2. Date sent3. Teacher’s name4. Directions for task completion5. Required modifications

IV. Student signs in at the CMC

V. Student signs out of the CMC and returns promptly to classroom with completed work unless otherwise specified by the General Education Teacher

--Student returns to class1. Upon general education teacher request2. When assignment or test is completed3. To have assignment graded4. When student doesn’t know what the

assignment is5. Upon request by the Content Mastery Staff6. When sent to the CMC for reasons other than

those outlined in district CMC handbook

7.Other: Refer to section titled students should be

sent back to class from CMC when…

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CONTENT MASTERY CENTERMATERIALS AND EQUIPMENT

• Cassette players and headphones• Listening station• Blank cassette tapes• Cassette storage trays, boxes, etc.• Computers with color printers• Internet access• Tape recorders• Alpha Smart• Reading place markers• Remedial software programs• Franklin Spellers• Study carrels and/or dividers• Blackboard or white board• 3 hole punch• Trays/folders/binders for general education class materials• Calculators• Reference Books-maps, globes, thesaurus, dictionaries, etc.• General education textbooks (highlighted, non-highlighted, student and teacher editions)• Below level content materials• Highlighter pens• Map pencils, markers, pens, pencils, crayons, glue sticks, notebook paper, plain white paper, construction paper, post-it notes, tape, scissors, chalk, crayons, file cabinets, overhead projector, blank diskette, and transparencies• Rulers• Index cards• Manila folders (in different colors)• Bookcases or built-in shelves• Book stands• 3 ring binders• TV-VCR

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• Encyclopedia set (software)• Graphic organizers• Stamps (confidential, date stamp)• Full text tapes or textbooks• Tapes of highlighted textbooks or of advanced organizers• Study skills materials and any other supplementary content materials• Advance organizers• Manipulatives• Multi-sensory activities• Center activities• Acetate sheets• Colored overlays• Digital clock• Timer• Graphing calculator (high school)• Magnification overlay

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TEXTBOOKS

• Minimum of two highlighted copies of each student edition text used by

special education students

• Highlighted texts to meet student IEP requirements

• Teacher editions

• At the end of each school year, your CMC TE’s and SE’s should be inventoried by your campus textbook custodian. They are then to

be stored in a separate box labeled CMC books. This box can

either be kept in the CMC or on a shelf in the textbook room/closet.

When the next school year begins, the CMC teacher is to have the books in the

CMC box inventoried and checked back out to CMC. Any additional books needed are to be requested through the appropriate channels.

NOTE: If you experience difficulty obtaining either student or teacher

editions of textbooks, please be resourceful in your acquisitionendeavors. You should try these avenues by contacting:

. your campus textbook custodian (assistant principal)

. the district textbook specialist (Warehouse and Textbook Department)

. the department head or grade level chairman for that subject

. any campus staff that might have served on the adoption committee for

. the specific text you are needing

. your campus facilitator

. the vendor or publisher

. the special education supervisor

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PROGRAM OUTLINE FOR

ORIENTATION OF

GENERAL

EDUCATION TEACHERS

TO

CONTENT MASTERY

PROGRAM

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PROGRAM OUTLNE FOR ORIENTATIONOF GENERAL EDUCATION TEACHERS TO

CONTENT MASTERY PROGRAM

1. Give Regular Education Teachers Information On:

• characteristics of special education students• modifications• learning styles, multiple intelligences• Content Mastery Program: Goals, Who, What, Where,

When, How, Forms types of assistance available• responsibilities of student using CMC, regular education

teacher, CM teacher, and CM paraprofessional• Confidentiality

2. Address Regular Education Teachers Concerns About:

• appropriate modifications• behavioral strategies• grading• support services

3. Promote Acceptance of the Special Education:

• supportive interactions

4. Foster Involvement of Regular Education Teacher

• in education planning for special education student• participation in ARD process• collaboration and teaming efforts• decision-making process regarding use of Content Mastery

Center, appropriate modifications or major projects, testing techniques, etc.

• provision of lesson plans for use by CM staff• timely completion of required forms and progress reports

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PROGRAMS OUTLINE FOR

ORIENTATION OF STUDENTS TO

CONTENT MASTERY PROGRAM

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PROGRAM OUTLINE FOR ORIENTATION OF STUDENTS TO CONTENT MASTERY

PROGRAM

I. Welcome students to the CM center. A. Tell students your name and a little about yourself B. Ask students to introduce themselves. (Name only is fine,

as they will probably be very self-conscious.)

II. Explain the purpose of the Content Mastery program.A. Individuals have different needs in the way they learnB. Coming to this Content Mastery Center and working with

general education teachers back in the classroom will help you do satisfactory work on regular class assignments and achieve/maintain passing grades

III. Explain what the student will be doing to compensate for his disability.

A. For those who have difficulty when information is presented in

the classroom the student may:

1. Listen to a tape recording of a teacher’s written materials

2. Use a calculator for a math assignment 3. Receive information about oral or written

presentations and assignments and these could include:

a. highlighted textbooks, worksheets, etc. b. outlines of class materials c. 1-page summaries d. review of significant points e. preview questions f. visual aids g. manipulative h. multi-sensory activities (show student a few

examples)

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B. For those who have difficulty when tests, class assignments or homework is given, the LD student’s task will often be changed according to his particular learning needs. Some examples are: 1. Changing a written task to the oral form 2. Changing an essay test to matching 3. Changing the length of a task 4. Changing appearance of a task to allow more space for

working

(Emphasize to students that the kind of change made depends on their own learning needs)

C. For the students who have problems managing his/her behavior, you

and/or his general education classroom teacher will help him by:

1. Changing things in the room make it easier for him to learn 2. Use contracts, which are agreements made between the

student and the teacher. Those contracts usually say what work the student agrees to do and what the students has earned by

doing that work

D. All students will have individual conferences with you and will provide a

chance for:

1. You to keep up on how well the modifications are working for the

student in general education classes 2.The student to discuss any problems he is having with any

particular teacher or class 3. The student and the teacher to work together to monitor

progress and decide on any changes that need to be made

IV. Review the procedures and rules of the CMC: coming to the CMC, while in the center and leaving the center.

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 29

V. Ask students if they have any questions

VI. Tell students that you will soon be having individual conferences with them and that you are looking forward to knowing them better

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PROGRAM OUTLINE

FOR ORIENTATION OF

PARENTS TO THE

CONTENT MASTERY

PROGRAM

BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 30

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PARENT ORIENTATION TO CONTENT MASTERY CENTER

Send information to parents explaining the program, and the impact on their child. Prepare information packet for parents and distribute at Open House or send home if they don’t come to Open House. Plan an Open House to introduce parents to you, the center and the program.

Make a CMC presentation during your conference period, or after school, etc.

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CONTENT MASTERY RULES

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CONTENT MASTERY RULES

1. COME IN QUIETLY

2. SIGN IN

3. WORK QUIETLY

4. RAISE YOUR HAND IF YOU HAVE A QUESTION OR NEED ASSISTANCE

5. WORK IN A WAY THAT DOES NOT DISTURB OTHERS

6. MAKE SURE YOUR WORK AREA IS CLEAN AND ORGANIZED BEFORE YOU

LEAVE

7. WHEN YOU COMPLETE YOUR ASSIGNMENTS AND ARE READY TO RETURN

TO CLASS, DON’T FORGET TO SIGN OUT

8. YOU MUST HAVE A PASS TO RETURN TO CLASS

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CONTENT MASTERY CENTER

~ THANK YOU FOR THE FOLLOWING THE RULES ~

1 ENTER THE ROOM QUIETLY

2 SIGN IN AND SIGN OUT AS INSTRUCTED

3 BRING COMPLETED PASS WITH YOU

4 BRING ALL MATERIALS FOR ASSIGNMENT

5 SIT DOWN AND WORK QUIETLY

6 DO NOT WALK AROUND

7 STAY ON-TASK

8 RAISE YOUR HAND FOR HELP

9 FOLLOW DIRECTIONS

10 COOPERATE WITH STAFF

11 DO NOT DISTURB OTHERS

12 DO YOUR BEST!

NOTE: ALL OTHER CAMPUS RULES APPLY AND WILL BE ENFORCED IN THE CONTENT MASTERYCENTER.

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CONTENT MASTERYFORMS

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CONTENT MASTERY FORMS

• PASS

• SIGN-IN

• PROGRESS REPORTS

• SENT/RECEIVED LIST

• STUDENT CONFERENCE FORMS

• TEACHER CONFERENCE FORMS

• TELEPHONE LOG

• CM SUPPORT TRACKING FORM

• CMC MASTERY REMINDER NOTICE

• CMC CRITICAL ELEMENTS

• CMC VISITATION FORM

• CMC TEACHER CHECKLIST

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CONTENT MASTERY PASSES

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PASS

CRITICAL ELEMENTS

• DATE

• TIME SENT TO CMC

• CLASSROOM TEACHER’S NAME/SIGNATURE

• TIME NEEDED BACK

• TIME RETURNED TO GEN. ED.

• ROOM #

• ASSIGNMENTS

• SIGNATURE OF CM TEACHER

• PROGRESS BY CM STAFF

• COMMENTS:

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CONTENT MASTERY CENTER (CMC)PASS TO ROOM_________DATE:_________________ STUDENT’S NAME:_____________________________________SUBJECT:______________ TEACHER:___________________FILE#:_______RM#:____GRADE:_____DISMISSED FROM CLASS AT:________RETURN:_________

DAILY WORKTEST

COMPLETE ASSIGNMENT READ TEST TO STUDENT

ALLOW STUDENT TO USE CALCULATOR

READ TEST INSTRUCTIONS ONLY

READ ASSIGNMENT TO STUDENT ALLOW EXTRA TEST TIME

USE NOTE/BOOK DURING TEST (CIRCLE ONE OR BOTH)

OTHER_____________________________________________________________ TO CMC TEACHER: _____SEND COMPLETED ASSIGNMENT/TEST BACK WITH STUDENT TO ME. _____PUT COMPLETED ASSIGNMENT/TEST IN MY FOLDER. FILE#__---------------------------------------------------------------------------------------------------CONTENT MASTERY CENTER (CMC)ROOM _______STUDENT’S NAME_____________________ ATTENDED CMC ON DATE________ IN:_________ OUT____________TEACHER:__________________________FILE#:________ROOM#:_____________________

STUDENT: ______COMPLETED THE ASSIGNMENT ______ DIDN’T FINISH ASSIGNMENT ______ STUDENT RETURNED THE TEST/ASSIGNMENT TO YOU ______ THE ASSIGNMENT/TEST WAS FILED IN YOUR FOLDER AS REQUIRED

*REMINDER

TEACHERS WHO DO NOT SEND IDENTIFIED CMC STUDENTS TO CMC ARE NOT MEETING THE STUDENT’S IEP REQUIREMENTS. REFER TO THE STUDENT’S IEP FOR CMC TIME. THANK YOU FOR YOUR COOPERATION IN MEETING THE SUCCESS OF OUR STUDENTS.

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CONTENT MASTERY PASS

STUDENT NAME ______________________________

DATE____________________________TIME________

SENDING TEACHER ____________________________

ASSIGNMENTS________________________________

RETURN TIME

READING ENGLISH SPELLING

MATH SOCIAL STUDIES SCIENCE

HANDWRITING ART P.E./HEALTH

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CONTENT MASTERY PASSDATE: ____________ TIME: ___________ TO: ____________TEACHER’S NAME:_____________________STUDENTS:PLEASE CHECK THE APPROPRIATE BOXES

ASSIGNMENTS SUBJECT PAGE NUMBERS

CMC PASS

NAME:_________________________

DATE__________________________

ASSIGNMENT _____ COMPLETE DAILY WORK _____ COMPLETE EXAM _____ DRILL/REVIEWED _____ NEEDS TO COMPLETE

TIME SENT BACK TO CLASS:_________SENDING CM TEACHER:_____________COMMENTS:________________________

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CONTENT MASTERY PASSDATE_______________________ PERIOD ____________STUDENT’S NAME _______________________________TEACHER’S NAME _______________________________ RM#______

PLEASE CHECK THE APPROPRIATE BOX/ES

REASON COMMENTS

1. TAKE TEST (TEST MUST BE MODIFIED) BY GENERAL ED. TEACHER 2. HAVE T EST READ 3. RETEACH MATERIAL ALREADY INTRODUCED BY TEACHER 4. WORK IN A GROUP/WORK INDEPENDENTLY-PLEASE SPECIFY 5. OPEN BOOK TEST 6. USE NOTES WITH TEST 7. WORK ON WRITTEN ASSIGNMENT 8. WORK ON PROJECT 9. STUDY NOTES (INDEPENDENTLY) 10. REVIEW AND DRILL ORALLY 11. EXTRA TIME NEEDED

TIME DISMISSED FROM CLASS __________

TIME NEEDED BACK IN GENERAL EDUCATION CLASS _____________________________________________________________________

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Content Mastery CenterSAMPLE PASS FROM CLASSROOM TO CMC

Students will not be admitted CMC without a completed pass.Please fill out the pass as legibly and as completely as pertinent.A clear assignment precludes student having to use valuable CMC time in returning to your classroom for the information.Please indicate it tests are open-book, if students can use their notes or calculators, if students can or should work together and other indications that are important.Please indicate if the student is allowed to make a restroom stop before arriving to CMC because we monitor “TIME LEFT ROOM” vs. their arrival time at CMC.Please ensure that students have writing and other materials necessary to complete their assignments at CMC before they leave your room.Your passes are kept on file as official documentation, please handle them accordingly.Please ensure that your substitutes are aware of pass location and instructions for their proper use.Remember that students must receive the benefit of at least the first and last ten minutes of classroom instruction of each period. Do not release them to CMC prior to that time.

CONTENT MASTERY CENTER~PASS~

DATE_____________TIME LEFT ROOM____________STUDENT(S):____ _______________________________TEACHER: ____________________________________SUBJECT: _____________________________________

ASSIGNMENTREAD PAGES:___________________________________QUESTION:_________________________PAGES:_____DEFINITIONS:______________________PAGES:______STUDY: ________________________________________COMPLETE TEST:________________________________OTHER:_________________________________________

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CONTENT MASTERY CENTERSAMPLE RETURN PASS FROM CMC TO CLASSROOM

Please request it from the students because it contains valuable documentation about their CMC attendance, assignment completion, and student behavior for your records (i.e. verbal warnings or other concerns)Helps to track student return time from CMC.Helps teacher’s document student CMC teacher, Inclusion teacher, or CMC aide.

CONTENT MASTERY CENTER

~RETURN PASS~DATE: _________TIME:__________STUDENT: ______________

_____ COMPLETED ASSIGNMENT/TEST _____ DID NOT COMPLETE ASSIGNMENT/TEST _____ DISRUPTIVE BEHAVIOR OTHER:_______________________________________TEACHER:______________________ ASST.:_________________

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** DATE____________**STUDENT______________________________________CLASS______**DISMISSED FROM CLASS AT:____________________**TIME NEEDED BACK:___________________________**REASON:____________________________________

_____ 1. TAKE TEST (TEST MUST BE MODIFIED), BY THE REGULAR ED. TEACHER_____ 2. HAVE TEST READ_____ 3. RE-TEACH MATERIAL ALREADY INTRODUCED BY TEACHER_____ 4. OPEN BOOK TEST_____ 5. USE NOTES WITH TEST_____ 6. WORK ON WRITTEN ASSIGNMENT_____ 7. WORK ON PROJECT_____ 8. STUDY NOTES (INDEPENDENTLY)_____ 9. REVIEW AND DRILL ORALLY_____10. EXTRA TIME NEEDED ______________________________

** REG. ED. TEACHER’S SIGNATURE**

SPECIFIC INSTRUCTIONS (PG.#. ETC.)

**MUST BE FILLED IN

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CONTENT MASTERY CENTER (CMC)

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SIGN – INFORMS

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SIGN- IN

CRITICAL ELEMENTS

• STUDENT’S NAME:

• SIGNATURE LINE

• SUBJECT:

• GRADING PERIOD

• DATE:

• TIME (IN/OUT)

• TOTAL TIME:

• TEACHER’S NAME

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CONTENT MASTERYDAILY SIGN –IN SHEET

DATE TEACHER SUBJECT TEST STUDY DAILYWORK

TIMEIN

TIMEOUT

NAME_______________________SS#_________________GRADE __________

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CONTENT MASTERY CENTERSIGN-IN

NAME:_______________________

DATE SUBJECT TEACHER IN OUT MINUTES/VISITS

TOTAL FOR WEEK

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CONTENT MASTERY CENTERINDIVIDUAL SIGN-IN SHEET

NAME: _______________________SIX WEEKS PERIOD 1 2 3 4 5 6

SUBJECT:1. READING 3. SPELLING 5. MATH 7. SOCIAL STUDIES2. ORAL LANGUAGE 4. WRITING 6. SCIENCE 8. HEALTH 9. OTHER

DATE IN OUT SUBJECT LENGTH OF VISITS INMINUTES

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

TOTAL MINUTES BY SUBJECT: 1.______ 5.______ 2.______ 6. ______

3.______ 7.______ 4.______ 8.______ 9.______A. TOTAL TIME IN CENTER IN MINUTES__________

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PROGRESS REPORTS

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PROGRESS REPORT

CRITICAL ELEMENTS

• TO/FROM

• TEACHER’S NAME

• SUBJECT

• GRADING PERIOD

• DATE

• GRADES

• CONDUCT

• NOTICE OF MODIFICATION STATEMENT

• IMPLEMENTATION OF MODIFICATION STATEMENT

• CONFIDENTIALITY STATEMENT OR USE OF STAMP

• DUE DATE

• COMMENTS/OTHER

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TO: ________________________RETURN FOLDER TO: TEACHER ________________________RM#______ _____MY ROOM CLASSFROM:_______________________ RM# ____ ____ MAIL BOX SPECIAL EDUCATION TEACHERDATE: __________________ ________MY ATTENDANCE FOLDERRE:___________________ #___________________________ STUDENTINFORMATION REQUESTED FOR: oTHREE WEEK PROGRESS 0 ANNUAL 0 3 YEARoARD MEETING ON _____AT_____AM/PM IN ROOM _____oSPECIAL – YOUR ATTENDANCE IS NOT REQUIRED, BUT YOU ARE CORDIALLYINVITED_____________________________________________________________I. GRADESFIRST THREE-WEEKS ______ FOURTH THREE-WEEKS_____SECOND THREE-WEEKS ______ FIFTH THREE-WEEKS _____THIRD THREE-WEEKS ______ SIXTH THREE-WEEKS _____FINAL EXAM _______ 2ND NINE WEEK’S AVG. _____1ST NINE WEEK’S AVG. _______TERM AVERAGE ___________

II. BEHAVIOR AND CLASSROOM WORK

QUIET PAYS ATTENTIONSTAYS ON TASK

WELL BEHAVED GOOD ATTITUDE TALKATIVE

DOESN’T PAY ATTENTION GETS OFF TASK DISRUPTIVE

POOR ATTITUDE COMPLETE MOST ASSIGNMENTS

NEAT WORK

WELL PREPARED FOR CLASS DOESN’T COMPLETE ASSIGNMENTS

SLOPPY WORK

NEEDS TO PREPARE BETTER INSUBORDINATE

___________________________________________________________________III. ABSENCES_____1ST 3 WEEKS _____2ND 3 WEEKS _____3RD 3 WEEKS_____4TH 3 WEEKS ____5TH 3 WEEKS _____6TH 3 WEEKS ___N/C DUE TO ABSENCESHAVE YOU BEEN NOTIFIED OF MODIFICATIONS? ____YES _____NOHAVE THESE MODIFICATIONS BEEN IMPLEMENTED? _____YES _____NOYOUR COMMENTS AND/OR RECOMMENDATIONS ON THIS STUDENT ARE GREATLY APPRECIATED:___________________________________________________________________**PLEASE MAINTAIN THE CONFIDENTIALITY OF THIS STUDENT**

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SPECIAL EDUCATION STUDENTS3-WEEK PROGRESS REPORT

TEACHER’S NAME ___________________DATE_____________3 WEEK PROGRESS REPORT FOR __________________________ (STUDENT’S NAME)

PLEASE INDICATES STUDENT’S PERFORMANCE IN EACH SUBJECT AREA AND RETURN THE ARD FORM TO THE ARD TEACHER RESPONSIBLE FOR MONITORING PROGRESS.SUBJECTS: (P) PASSING (B) BORDERLINE (F) FAILING_____READING _____SOCIAL STUDIES _____ELECTIVE_____ENGLISH/ESOL _____MATH _____SCIENCE _____PE

BEHAVIOR AND CLASSROOM WORK

QUIETPAYS ATTENTION STAYS ON TASK

WELL BEHAVED GOOD ATTITUDE TALKATIVE

DOESN’T PAY ATTENTION GETS OFF TASK DISRUPTIVE

POOR ATTITUDE COMPLETES MOST SSIGNMENTS NEAT WORK

WELL PREPARED FOR CLASS DOESN’T COMPLETE SSIGNMENTS SLOPPY WORK

NEEDS TO PREPARE BETTER INSUBORDINATE

PLEASE NOTE ANY PROBLEMS IN COMPLETING ASSIGNMENTS OR TEST:_______________________________________________________________________________________________________________________COMMENTS:_____________________________________________________________________________________________________________________________________________________________________________________CONFERENCE IS REQUESTED:_____________________________(REG. ED. TEACHER’S SIGNATURE) CONFIDENTAL

PLEASE RETURN COMPLETED FORM TO: FOLDER# _____

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TEACHER ____________________________ SUBJECT ______________SS# ________________________________ PERIOD _______________STUDENT ____________________________ DATE ________________CMC STUDENT: _____YES_____NOATTENDS CMD:______YES_____NOPROGRESS REPORTINFORMATION REQUESTED FOR:_____THREE-WEEK PROGRESS _____3 YEAR ____ANNUAL ____SPECIAL_____ARD MEETING ON _____AT _____AM/PM IN ROOM _____YOUR ATTENDANCE IS NOT REQUIRED, BUT YOU ARE CORDIALL INVITEDGRADES _____1ST QTR _____2NDQTR ____3RD QTR _____4TH QTR_____1ST 3RD WEEKS _____FINAL EXAM GRADE_____2ND 3RD WEEKS_____3RD 3RD WEEKS ABSENCES_____1ST 3RD WEEKS _____2ND 3RD WEEKS _____3RD 3 WEEKS_____N/C DUE TO ABSENCES

REASONS THE STUDENT HAS PASSED OR FAILED

CONGENIAL AND FRIENDLYPAYS ATTENTION STAYS ON TASK

WELL BEHAVED GOOD ATTITUDE TALKATIVE

DOESN’T PAY ATTENTION HIGHLY MOTIVATED QUIET

ENJOYS COMPETITION COMPLETES ASSIGNMENTS DISRUPTIVE

WELL PREPARED FOR CLASS DOESN’T COMPLETE ASSIGNMENTS SLOPPY WORK

NEEDS TO PREPARE BETTER INSUBORDINATE STEALS THINGS

CHRONICALLY UNHAPPY FREQUENTLY LIES OR BOASTS IMMATURE

DESTROYS PROPERTY TIRES EASILY (SLEEPY) RESISTS CHANGE

FREQUENTLY ABSENT FREQUENTLY TARDY NEAT WORK

LOUD AND BOISTEROUS USE PROFANE LANGUAGE POOR ATTITUDE

EASILY DISCOURAGED EXCESSIBELY AND TIMID OR QUIET GETS OF TASK

OTHER_____________________________________________________________________HAVE YOU BEEN NOTIFIED OF MODIFICATIONS?____HAVE ALL MODIFICATIONS BEENIMPLEMENTED? __IF THE STUDENT HAS FAILED YOUR CLASS, WE NEED DOCUMENTATION THAT MODIFICATIONS WERE IMPLEMENTED. PLEASE DESCRIBE OR ATTACH YOUR MODIFICATIONS TO THIS SHEET.

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SENT/RECEIVEDLIST FORM

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PROGRESS REPORT SENT/RECEIVED LIST

DATE__________

NAME S R S R S R S R S R

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CONFERENCE FORMS

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STUDENT CONFERENCE FORMS

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STUDENT CONFERENCE FORMCRITICAL ELEMENTS

• STUDENT’S NAME

• DATE

• SUBJECT

• GRADES

• COMMENTS/CONCERNS

• ACTIONS TOBE TAKEN – WHO, WHAT, WHEN

• SIGNATURE LINE (S) FOR CM TEACHER AND STUDENT

• CONFERENCE NEXT STEPS

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STUDENT MONITORING FORM

TO:__________________#____________ ___________________ TEACHER CLASSFROM: _______________ #____________DATE:_____________________________RE: _______________________________ # ___________________

_____EVERYTHING IS GOING WELL, ALL WORK IS TURNED IN AND IS SATISFACTORY._____ IMPROVEMENT IS NEEDED IN THE FOLLOWING AREAS: _____TEST GRADES _____HOMEWORK _____CLASS WORK _____BEHAVIOR

COMMENTS:__________________________________________________________________________________________________________________________________________________________________________________________

PLEASE PROVIDE THE FOLLOWING SCORES (IF APPROPRIATE):READING BENCHMARK SCORES :_________________________MATH BENCHMARK SCORES:____________________________BIOLOGY BENCHMARK SCORES: __________________________U.S. HISTORY BENCHMARK SCORES:_______________________READING LAB SCORES: _________________________________ (ATTACH COPY, IF YOU PREFER)

CURRENT AVERAGE QUARTER 1 2 3 4 1ST 3 WEEKS ______ 2ND 3 WEEKS ______ 3RD 3 WEEKS ______ FINAL ______ QUARTER AVERAGE ______HAS THE STUDENT LOST CREDIT DUE TO ABSENCES? _____YES _____NO

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STUDENT CONFERENCE FORM

STUDENT NAME:____________________________________________

DATE:________________________________

COURSES AND GRADES:1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

5. ____________________________________________________

6. ____________________________________________________

STUDENT’S COMMENTS AND CONCERN

TEACHER’S COMMENTS AND CONCERNS

ACTIONS TO IMPROVE GRADES:

SIGNATURES__________________________________________________________________________________________________________________________________________________________

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TEACHER CONFERENCE FORMS

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CRITICAL ELEMENTS

• TEACHER’S NAME

• DATE

• STUDENT’S NAME

• SUBJECT

• MODIFICATIONS

• COMMENTS/CONCERNS

• ACTIONS TO BE TAKEN-WHO, WHAT, WHEN

• SIGNATURE LINE

• CONFERENCE STEPS

• NEED FOR FOLLOW-UP AND DATE

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GENERAL EDUCATION TEACHER CONFERENCE RECORDELEMENTARY/SECONDARY

NAME__________________________________DATE________________

STUDENT_______________________________

______TEACHER PERCEPTIONS & ATTITUDE _____HOMEWORK COMPLETED _____WHAT_____________REVIEW OF STUDENT PROGRESS _____CONTRACT EFFECTIVE _____PREPARED ______POSITIVE ASPECTS _____GRADES BY WHOM______OVERALL ASPECTS _____BEHAVIOR PROBLEMS _____WHEN_____________CLASS PARTICIPATION _____DEVELOP ACTIONS TO BE TAKEN______CLASS ASSIGNMENTS COMPLETED _____ADAPTATIONS

SUBJECT COMMENT/CONCERNS

ACTIONS TO BE TAKEN ADAPTATIONS: WHO/WHAT/WHEN

FOLLOW-UP NEEDED _____YES _____NO DATE_____________

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TEACHER CONFERENCE RECORD

TEACHER_______________________________DATE__________________________________STUDENT______________________________SUBJECT_____________________________________TEACHER PERCEPTIONS & ATTITUDE _____HOMEWORK COMPLETED______REVIEW OF STUDENT PROGRESS _____CONTRACT EFFECTIVE______POSITIVE ASPECTS _____GRADES______OVERALL ASPECTS _____BEHAVIOR PROBLEMS______CLASS PARTICIPATION _____DEVELOP ACTIONS TO BE TAKEN______WHAT _____ADAPTATION______PREPARED BY WHOM _____WHEN_______

COMMENTS/CONCERNS__________________________________________________________________________________________________________________________________________________________________________________________

ACTIONS TO BE TAKEN____________________________________________________________________________________________________________________________ ______________________________________________________________

ADAPTATIONS: WHO, WHAT AND WHEN________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FOLLOW-UP NEEDED _____YES _____NODATE: __________________SIGNATURE__________________________________

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TEACHER RECORD

TEACHER_______________________________DATE___________________________________STUDENT_______________________________PERSON CONTACTED____________________REASON:

___________________________________________________________________________

___________________________________________________________________________

______________________________

RESULTS/ACTION:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________

FOLLOW-UP NEEDED _____YES _____NO

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TELEPHONE LOG

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TELEPHONE LOG CRITICAL ELEMENTS

• DATE

• STUDENT’S NAME

• PERSON CONTACTED

• TIME

• REASON

• RESULTS/ACTION

• FOLLOW-UP

• PHONE NUMBER CALLED

• TEACHER/PARAPROFESSIONAL

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TELEPHONE LOG

STUDENT _______________________________ ADDRESS _______________________________PHONE # ___________________________FATHER WORK _____________________MOTHER WORK _____________________PARENTS: __________________________________________TEACHER/PARAPROFESSIONAL __________________________

DATE TIME PERSON CONTACTED

REASON PHONE NUMBER RESULTS FOLLOW-UP

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CONTENT MASTERY CENTER

SUPPORT TRACKING FORM

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CONTENT MASTERY SUPPORT TRACKING FORM FOR SPECIAL EDUCATION STUDENT

CONTENT MASTERY TEACHER________________________________ WEEK OF _______________________SCHOOL______________________________________________

SUPPORT PROVIDED

(ESTIMATED)

STUDENTS GRADE CMC LAB

PREPARED MODIFIEDMATERIAL

CREATED MODIFIED

TESTS

CONFERENCE W/PARENT

CONFERENCEW/TEACHER

OTHER TOTAL TIME

OTHER: OBSERVATIONSTAFF DEVELOPMENTORIENTATION/MEETING

CONFERENCES W/OTHER SCHOOLPERSONNEL ETC.TELEPHONE CALLS

COPIES TO: CAMPUS PRINCIPALSUPERVISORS (see presentation

2)

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CONTENT MASTERYREMINDER NOTICES

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CONTENT MASTERY CENTER

REMINDER

TEAM:________________________ DATE: _______________________

STUDENTS, AS INDICATED WITH AN “X”, MUST BE SENT TO THE CONTENT MASTERY CENTER FOR ASSISTANCE. OUR GOAL IS TO MAXIMIZE STUDENT PERFORMANCE THROUGH THE UTILIZATION OF ALLAVAILABLE RESOURCES ON OUR CAMPUS.

STUDENT NAME

NOTMEETINGCMC IEP

TIMEREQ.

FAILING GRADES

POOR PROGRESS

REPORT

INCOMPLETE WORK/MAJOR

PROJECTS

GRADE OFD- IN DANGER

OF FAILING

FAILING REPORT

CARD GRADE (S)

OTHER

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TEACHER:________________________________

THE FOLLOWING STUDENT(S) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NEED MORE TIME INCONTENT MASTERY CENTER THIS WEEK:

THANK YOU_________________________________________________

**REMINDER **

THIS STUDENT HAS NOTFULFILLED THE MINIMUM

REQUIREMENT OF ____ PERWEEK OF CONTENT MASTERY AS

SPECIFIED IN HIS/HER IEP

NAME: _______________GRADE:______DATE:________

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DATE:________TO:__________________TEACHER:___________________PERIOD:_____________________PLEASE SEND THE FOLLOWING STUDENTS TO THE CONTENT MASTERY CENTER TO MEET THEIR REQUIRED TIME OF ________ AS PER INDIVIDUALIZEDEDUCATIONAL PLAN.

_____________________________________________________________________________

CONTENT MASTERYWEEK OF_____________________THE FOLLOWING STUDENTS NEED TIME.

NAME TIME OWNED

______________________________________________________________________________

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CMCCRITICAL

ELEMENTS

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CONTENT MASTERY – CRITICAL ELEMENTS

PHYSICAL ENVIRONMENT• Provide adequate space for CM ____

. Provide appropriate/adequate furniture____

• Organizes CMC effectively ____• Provides a central location for CMC ____• Displays weekly assignments/projects in CMC • Displays CMC rules and consequences

____• Displays hours of CMC operation

____

STAFFING• Open throughout the day, Monday through Friday ____• Uses a contingency plan for handling student overflow

____• Open before/after school, during recess/lunch periods ____• Creates a positive and pleasant learning climate

____• Establishes climate or courtesy and respect ____• Assists students effectively to promote success

____ • Staffed with appropriate personnel

STUDENT USAGE• Used by special education students as per IEP

____

EQUIPMENT AND MATERIALS• Provide dictionaries, encyclopedias, globes, thesaurus, maps, computer/printer, calculator, math manipulatives, cassette/player/recorders, textbooks, TE’s, alternative materials, overhead projector and screen, etc. ____

ADAPTED MATERIALS• Shows evidence of:

Audio taped materials ____ Highlighted books, worksheets, supplementary materials etc. ____ Multi-sensory materials Learning center activities ____ Advance organizers

____ Modified tests ____• Organizes above materials in a functional and Easily accessible style

____

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MEETINGS

• Organizes and conducts initial faculty meeting for CMC orientation ____• Organizes and conducts student orientation____• Conducts parent orientation____• Conducts on-going teacher conferences ____• Conducts on-going student conferences ____• Schedules and conducts parent conferences as needed ____

COLLABORATION AND COPLANNING TIME

• Provides information, alternative materials, examples of modifications etc. to general educators ____• Serves as a resource to the general education teacher regarding effective instructional, behavioral and environmental strategies____• Conducts staff development as needed ____• Provides input to counselors and administrator regarding matching student learning styles to teacher’s style ____• Secures and organizes regular education teacher lesson plans ____• Provides supervision of CM paraprofessional____

DOCUMENTATION

• Documents and organizes teacher conference forms ____• Documents and organizes student conference forms ____• Maintains and organizes student sign-in sheets ____• Completes and organizes content mastery support tracking forms ____• Secures and/or distributes and organizes student progress reports (sent/received form to log this process) ____• Monitors student academic and behavior performance (progress reports, conferences, reviewing work samples, observation, etc.) ____• Completes telephone log for phone conversations ____

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CONTENT MASTERY

VISITATION FORM

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SPECIAL EDUCATION CONTENT MASTERY VISITATION FORM

DATE OF VISIT ______________

Campus _______________________ Visitation by ________________________

Met with ____________________________________________________________

CRITICAL ELEMENTS ADDRESSED__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NEXT STEPS__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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CONTENT MASTERY

CHECKLIST

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CONTENT MASTERY TEACHER CHECKLIST

Date ___________________Teacher _____________________________Student ___________________________ Grade ___________

Content Mastery provides support to students with special learning needs receiving instruction in the general education classroom;The goal is for students to achieve passing grades in general education through the provision of modifications, help with completing assignments and support for test taking while addressing (Least Restrictive Environment) Inclusion support.Assistance provided on an as needed basis rather than on a regular schedule.

PURPOSE OF VISIT: Please fill out a form for each student and subject area.

_____Subject area_____Completing independent work after guided practice_____Completing an assignment that everyone else has finished_____Completing test requiring monitoring and assistance_____Participate in a study session prior to taking a test_____Re-teach in a different mode_____Review for a test_____Read-aloud test Time in: _____________ Time out: ______________Type of assignment: _____________________________

Worksheet(s) #_________________ Test(s) _______

Teacher’s signature________________________________Comments_____________________________________________________________________________________

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CONTENT MASTERYIEP

GOALS & OBJECTIVES

(SP. ED. MANAGER)

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CONTENT MASTERY IEP GOALS & OBJECTIVES

G9: THE LEARNER WILL ACHIEVE MASTERY OF THE SCHOOL DISTRICT CURRICULUMOBJECTIVES BY COMPLETED HIS/HER ASSIGNMENTS AND MAINTAINING PASSING GRADES.

CM1: THE STUDENT WILL BE ABLE TO BRING ALL NECESSARY LEARNING MATERIALS AND/OR SUPPLIES TO CLASS.

CM2: THE STUDENT WILL BE ABLE TO MAXIMIZE ACADEMIC LEARNING TIME.

CM3: THE STUDENT WILL BE ABLE TO START PROMPTLY WITH LEARNING TASKS.

CM4: THE STUDENT WILL BE ABLE TO ESTABLISH PRIORITIES FOR LEARNING TASKS.

CM5: THE STUDENT WILL BE ABLE TO FOLLOW ORDER OF LEARNING TASKS.

CM6: THE STUDENT WILL BE ABLE TO DEVELOP SELF-DIRECTION FOR LEARNING TASKS.

CM7: THE STUDENT WILL BE ABLE TO PLAN AND BUDGET TIME FOR LEARNING TASKS.

CM8: THE STUDENT WILL BE ABLE TO REMAIN ON TASK.

CM9: THE STUDENT WILL BE ABLE TO DELVELOP RESPONSIBILITY FOR ASSIGNMENTS.

(E.G., KEEP ASSIGNMENT SHEET OR ASSIGNMENT NOTEBOOK).CM10: THE STUDENT WILL BE ABLE TO COMPLETE ASSIGNMENTS IN CLASS AND/OR OUTOF CLASS.

CM11: THE STUDENT WILL BE ABLE TO TURN IN COMPLETED ASSIGNMENTS.

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CM12: THE STUDENT WILL BE ABLE TO SUCCESSFULLY COMPLETE TESTS (UNIT, LEVEL, WEEKLY) ADMINISTERED IN GENERAL EDUCATION CLASSROOMS.

CM13: THE STUDENT WILL BE ABLE TO PARTICIPATE IN CONTENT MASTERY LAB LEARNING SUPPORTS TO MAINTAIN PASSING GRADES AND/OR AVERAGES.

CM14: THE STUDENT WILL BE ABLE TO PARTICIPATE IN CONTENT MASTERY LAB TEST-TAKING SUPPORTS TO MAINTAIN PASSING GRADES AND/OR AVERAGES.

CM15: THE STUDENT WILL BE ABLE TO KNOW AND FOLLOW SCHOOL RULES FOR GENERAL EDUCATION.

CM16: THE STUDENT WILL BE ABLE TO KNOW AND FOLLOW CLASSROOM RULES FOR GENERAL EDUCATION CLASSES.

CM17: THE STUDENT WILL BE ABLE TO MAINTAIN PASSING GRADES AND/OR AVERAGES FOR GENERAL EDUCATION COURSES.

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CMCDATA REPORT

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CONTENT MASTERY VISITSCampus ______________________________Month _______________________________

No. of Students

Week 1 Week 2 Week 3 Week 4 Week 5 TOTAL

Resource

BI

Speech

CMC

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GENERAL EDUCATION TEACHER SURVEY

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CONTENT MASTERYYEAR END EVALUATION AND NEEDS ASSESSMENT

School year ________-________We encourage you to assist in the process of evaluating the Content Mastery/Learning Center in your building by completing the following questions and statements.

Check the appropriate box

SYAWLA

TSOMLA

NETFO

SEMITEMOS

MODLES

REVEN

TSOMLA

1. Do you conference with the Content Mastery teacher?

2. Are you made aware of modifications that may be appropriate for subject area?

3. Are you made aware of the contents of each special education student’s Individual Education Plan?

4. Are students as a whole reluctant to leave?

5. Are there times when you forget to send students to the CM Center?

6. Are students sent to the Center for re-teaching of a skill or concept, review for tests and taking the test?

7. Do you provide the CM teacher work sheets, tests, copies of overheads, maps, etc., ahead of time so that prior preparation in the Center is possible?

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Check the appropriate box

SYAWLA

TSOMLA

NETFO

SEMITEMOS

MODLES

REVEN

TSOMLA

8. Do you feel that the CM teacher carries through with contacting students and parents about incomplete assignments, failing grades, etc.?

9. Do you feel that the overall program is beneficial for you?

10. Do you feel that the overall program is beneficial for the students?

Please list suggestions that you feel would help make the CM Center more effective.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation and input.Please return to _______________________

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STUDENT SURVEY

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CONTENT MASTERY

Year End Evaluation and Needs Assessment

School years ________ - ________Student’s Name ________________________________________ Grade __________________

Please complete the following questionnaire and tell how you feel about the

Content Mastery Program.

1. Do you think the Content Mastery Program has helped you this year?

____ YES ____ NO

2. In what ways? (Place an X before each way it has helped.)

______ Help with lessons______ Someone to read assignments or tests to me______ Someone who will listen to me______ Highlighted textbooks______ Taped textbooks______ A quieter room to study______ Organizing notebooks or materials______ Study skills______ Help in making passing grades______ Working on computer/word processor______ Test reviews______ Help before/after school and tutorial______ Hands-on (manipulative) materials for study______ Other

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3. Did your teachers like for you to go to Content Mastery?

____ YES ____ NO ____ SOMETIMES

4. Did you like going to Content Mastery?

____ YES ____ NO ____ SOMETIMES

5. Did your parents like for you to go to Content Mastery?

____ YES ____ NO ____ SOMETIMES

6. Did you ask to go to the Content Mastery Center?

____ YES ____ NO ____ SOMETIMES

7. Do you have any suggestions for the Content Master Center?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

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CRITIQUE OF THECONTENT MASTERY

CENTER

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CRITIQUE OF CONTENT MASTERY CENTERS

I.SCHOOL BASED COMMUNICATION

(1) Administrative Support: ____________________________________________________________________________________________________________________________(2) Proactive materials from teachers: ____________________________________________________________________________________________________________________________(3) Procedures outlined: ____________________________________________________________________________________________________________________________(4) In-service of staff, parents and students: ____________________________________________________________________________________________________________________________(5) Problem solving: ____________________________________________________________________________________________________________________________(6) Information students: ____________________________________________________________________________________________________________________________

II.ORGANIZATION OF CONTENT MASTERY CENTER

(1) Record keeping; time data; grade data; parent contacts: ____________________________________________________________________________________________________________________________(2) Tracking of students: ____________________________________________________________________________________________________________________________(3) Folders with IEPs and modifications: ____________________________________________________________________________________________________________________________(4) Content materials: ____________________________________________________________________________________________________________________________

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III.MATERIALS

(1)Adaptations & Manipulatives: _______________________________________________________________________________________________________________________

(2)Testing procedures: ____________________________________________________________________________________________________________________________

(3)Worksheets: __________________________________________________________________________________________________________________________

(4)Highlighted texts (textbooks and resource materials): ____________________________________________________________________________________________________________________________

(5)Taped tests: ___________________________________________________________________________________________________________________________

(6)Vocabulary lists and cards: ____________________________________________________________________________________________________________________________

(7)Visual aids & charts: ____________________________________________________________________________________________________________________________

IV.TECHNOLOGY

(1)Access to technology: ____________________________________________________________________________________________________________________________

(2) In-service on use of computer: _______________________________________________________________________________________________________________________

(3)Software needs: ____________________________________________________________________________________________________________________________

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V. STUDENTS SUCCESS/MANAGEMENT

(1) Academic areas: ______________________________________________________________________________________________________________________

(2) Self-management: _____________________________________________________________________________________________________________________________________________________________________________

(3) Organization: ______________________________________________________________________________________________________________________

(4) Behavior: ______________________________________________________________________________________________________________________

VI. FUTURE PLANS OF CONTENT MASTERY CENTERS/CRITERIA FOR CONTENTMASTERY TEST SCORES

(1) Data collection: ______________________________________________________________________________________________________________________

(2) Justification of program: _______________________________________________________

_______________________________________________________________

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