Presented by

Woodcliff Lake and Pascack Hills High School

Child Study Teams

• Knowledge can alleviate any fears a student/parent may have regarding the high school transition process.

• We believe that all students can learn and meet with success.

• We are committed to providing services to students that will ensure personal and academic success.

Transition is often associated with an increase in:

•Academic stressors

•Social stressors

•Emotional stressors

Akos & Galassi, 2004 found that 8th grade students were primarily concerned with an increased workload, difficulty of classes, and getting lost at school.

Pascack Hills Continuum of Services

Period Freshman Sophomore Junior Senior

1 English I English II English III English IV

2 Social Studies Social Studies Social Studies

Elective

3 Mathematics Mathematics Math Elective

4 Science Science Science Elective

5 World Language Study Skills/other

World Language

Other/elective/Study Skills

Elective

6 Financial Literacy and Elective

Visual/Performing Arts

21st /Century Life and Careers

Elective

7 Physical/Health Education

Physical/Health Education

Physical/Health Education

Physical/ Health Education

8 Lunch Lunch Lunch Lunch

• Class taught by a general education content specialist and a teacher certified in Special Education.

• College Preparatory Course

• Meets the requirements and provides the accommodations stated within each student’s Individualized Education Plan (IEP)

• Curriculum is NOT modified.

• No more than 10 classified students can be assigned to any collaborative class.

Expectations of high school students in general education / collaborative

setting Your child should be able to:

•consistently complete homework and in-class assignments with mild support.

•monitor assignments and complete them within designated time frames independently or with mild support.

•multi-task e.g. reading two novels simultaneously – While one novel is being read in class, the student must also read an additional novel independently outside of class and complete an assigned project or presentation.

Continued….

Your child should be able to:

•express areas of challenge and self-advocate by accessing teacher support when needed.

•understand what accommodations are beneficial and advocate for them when needed, e.g. extended time on tests.

•keep up with the pace of instruction provided in this setting without anxiety that can cause the student to become overwhelmed and shut down.

• Type of Replacement Class

• Class taught by general education content specialist with an instructional assistant.

• Small group setting exclusively for students who are classified.

• No more than 16 students

• Instruction follows core curriculum content standards, but allows for more individualized assistance, reinforcement, and review .

Expectations of students is Secondary Special Classes:

•Students consistently complete homework and in-class assignments with mild/moderate support.

•Students who require more significant modifications to the content and presentation benefit from this type of classroom setting.

• Second type of replacement class

• Taught by a highly qualified teacher, who is certified in Special Education.

• Small Group Setting- No more than 12 students per class

• Class consists of only students who are classified

• Instruction follows core curriculum content standards, but allows for greater modifications to content/presentation.

• For example: English class reads one novel at a time

Expectations of students in Out of Class Replacement

•Students consistently complete homework and in-class assignments with mild/moderate support.

•Students who require more significant modifications to the content and presentation benefit from this type of classroom setting.

•Pace (speed of instruction) is modified to emphasize knowledge.

•3rd type of replacement class

•Similar to Woodcliff Middle School’s Out of Class Support

•Difference: Students receive credits toward graduation and a grade on report card

•Skills based instruction: study skills, reading and writing strategies, organizational support, technological support, and test taking strategies

*R.I.S.E.- Regrowth In Self- Esteem

Located at Pascack Hills High School

*Park @ PVR

Located at Pascack Valley High School

*Language Learning Disabilities Class

*( LLD)

• These two programs benefit students with behavioral needs.

• Therapeutic and behavioral services are provided.

• Adapted curriculum based on each student’s needs.

• This program benefits students with significant learning and language disabilities.

• Modified curriculum • Functional life skills development through a

Life Skills class component.• Community based learning opportunities• Functional and vocational skill development

through Career Exploration and Internship Programs.

http://www.pascack.k12.nj.us/Page/124

http://www.pascack.k12.nj.us/Page/124

ReferencesPascack Hills Child Study Team Resources

Pascack Valley Regional High School Website

Silverthorn, N., DuBois, D.L., Crombie, Gail. (2005). Self-perceptions of ability and achievement across the high school transition: Investigation of a state-trait model.Journal of Experimental Education. V 73 p.191