the sonia shankman orthogenic schoolcurriculum guide

The Sonia Shankman Orthogenic Schoolcurriculum guide

6245 S. Ingleside Avenue, Chicago, IL 60637 • 773-420-2900

www.oschool.org

2015-2016

Table of ContentsAdministrators........................................................................................................3

Therapy Department....................................................................................................4

Elementary Program, The All Stars ........................................................................6

Middle School Program, The Olympians & Titans ...............................................10

High School....................................................................................................................13

English................................................................................................................14

Fine Arts..........................................................................................................................17

Mathematics.......... ..........................................................................................................20

Social Studies................................................................................................................23

Foreign Language ........................................................................................................26

Physical Education ......................................................................................................28

Science............................................................................................................30

Elective Classes & Credits.........................................................................................32

Afterschool Academic Supports...........................................................................32

Extracurricular Opportunities.................................................................................33

Supportive Services....................................................................................................34

2The Sonia Shankman Orthogenic School, 2015-2016

3

I first began working at the Sonia Shankman Orthogenic School as a teacher in 1983. I have been a member of the administrative staff since 1990. Most recently, I supervise the educational staff at the school, oversee each student’s Individualized Educational Plan, and implement each student’s Behavior Intervention Plan based on the Social Emotional Profile that I create with the educa-tional staff. I received a Bachelor of Science degree in Education (with a comprehensive major in English) from Illinois State Uni-versity. I received a Master of Arts Degree in English Literature from the University of Illinois in Chicago. I was certified in Special Education (with endorsements in Learning Disabilities and Social Emotional Disorders) and in Educational Administration through programs of study at National Louis University. Prior to coming to the Orthogenic School, I taught for five years in public schools and for seven years at the Illinois State Psychiatric Institute. During my many years at the Orthogenic School, I have found that one essential belief has remained the same: Each student is unique and the creation of an educational plan for each student requires empathy and a willingness (on the part of the staff) to tailor a program to meet each student’s social-emotional and cognitive needs.

Jerry Martin, MA - Principal

Dr. Diana Kon, Co-Executive DirectorEducation and LicensureI earned my Doctorate in Education, Organizational Leadership (2014), from Argosy University. I hold a Post Graduate Degree in Educational Leadership (2002), a Graduate Degree in Curriculum and Instruction (1997) and Undergraduate Degree (1988) in El-ementary Education from National Louis University. I hold licenses and/or endorsements in General Administration, Professional Educator, Secondary Education and Elementary Education, and Social/Emotional Disorders.Professional ExperiencesI have been blessed with outstanding professional opportunities and mentors. I have 20 years of experience at the Orthogenic School. Prior to becoming the Co-Director, I started my work at the Orthogenic School as a classroom teacher in 1995. Later, I became the school principal and en-joyed that role until 2008. My experience also includes opening the Therapeutic Day School at Children’s Memorial Hospital and collaborating on the development of a variety of Learning Disability Diagnostic Clinics, A.D.D centers, and gifted learners programs. As a young teacher, I gained invaluable experience working as the teacher for the Children’s Unit at Chicago Lakeshore Hospital where I first learned about the concept of milieu and was encouraged to develop academic program-ming that incorporated this approach. Through these experiences I have facilitated meetings, presented at, or consulted with numerous schools and school districts throughout the Midwest. I also have almost twenty years of experience working as Jewish Educator in Chicago’s North Suburbs.Why Orthogenic School?As an educator, I have always believed that education requires not just a content area expertise, but a blend of approaches that can help students with a wide array of learning styles access curriculum. Such universal design, combined with the work of strong relationships, helps our students re-create and sometimes initially develop strong identities as learners. There is no school, in my experience, that more richly embraces this notion and supports every member of the school staff, across the entire milieu, to develop significant and meaningful relationships with students than the Orthogenic School. It is for this reason that I initially came to the Orthogenic School and 20 years later, even with all of the growth and programmatic advancement, this remains unchanged. The integrity of the relational work of the milieu is still paramount to daily operations making it a privilege to be a part of this school.

Education and LicensureMy education and training is in Clinical Psychology. I graduated from Kalamazoo College, a small liberal arts college in Michigan with my Bach-elor’s Degree in Psychology. I earned my Master’s Degree at the University of Chicago, while working at the Orthogenic School and my Doctorate in Clinical Psychology is from the Illinois School of Professional Psychology. I have been licensed as a Clinical Psychologist in Illinois since 2001. Professional ExperiencesI have had the pleasure of spending most of my career at the Orthogenic School. I started out as a counselor in a younger boy’s dormitory in the late 1980’s and then over 9 years was promoted as the Coverage Position, then the Head Counselor, and ultimately as the Assistant Director for Residential Services prior to leaving to complete my doctoral training. During the three years I did not work at the school, I worked in a private

psychological testing services office as a psychometrician, in a local hospital emergency room as the crisis intervention specialist, in an outpatient clinic as a therapist and early childhood intervention specialist, and as a part-time Visiting Lecturer at Northeastern Illinois University. During my doctoral clinical training I worked at a large intermediate care facility for chronically mentally ill adults, at Cook County Jail as a therapist, and at a large state operated facility in New York City that cared for 3000 mentally ill adults. I returned to the Orthogenic School in 2001 as the Associate Director, Residential Services until I became a Co-Executive Director with Diana. In addition to my duties at the school, I am a Lecturer at the School of Social Service Administration at the University of Chicago, a Peer Reviewer for the Council on Accreditation (COA),and Board Member for the American Association of Children’s Residential Centers (AACRC). Why the Orthogenic School? I work at the Orthogenic School because I share the school’s mission and values directed at providing children, adolescents, and their families the best second chance in life. We all need that from time to time. I enjoy the excitement and pride that always seems present within the school. No matter how small, each accomplishment and victory is acknowledge and appreciated. I also work at the Orthogenic School because it has become like a second family to me; the staff and students are wonderful to be with day after day.

Dr. Peter Myers, Co-Executive Director

Michelle Zarrilli, MS Ed - Academic CoordinatorI started working at the Orthogenic School in 1997 as the Fine Arts Teacher. In January of 2011, I took on the role of Academic Coor-dinator. I hold a Master of Science in Education in Supervision and Administration from Bank Street College in New York City as well as a Bachelors of Science in both Studio Art and Art History. I received my teaching certification in Art Education in 1996 from Bank Street College and Parsons School of Design. I work at the Orthogenic School because I believe passionately in our mission and our ability to provide children with the education and care needed to help them through the challenges that they are facing. Each year I spend at the Orthogenic School only reinforces my belief in the potential in our students, and the impact our school can have on their lives.

Executive Team


Therapy

Lauren Berebitsky, PsyD Psychological Evaluation Coordinator/TherapistI am a licensed clinical psychologist and joined the staff of the Orthogenic School in June 2006. I oversee the psychological testing/assessment program at the school, including training and supervising doctoral students in clinical psychology. I also oversee the group therapy program, provide individual psychotherapy, and supervise some of the other therapists. I received my Masters and Doctoral degrees in clinical psychology from the Illinois School of Professional Psychology and earned my undergraduate degree in psychology from the University of Michigan. Prior to the O School, I worked with children and adolescents in inpatient and partial hospitalization

settings and with young adults in college and university counseling centers and completed psychological testing with individuals on both an inpatient and out-patient basis. I was drawn to and continue to value the O School because of the unique opportunity to do long-term, intensive psychotherapy with children and adolescents and have found the best aspects of my job to be the opportunity to see positive change and growth in the students over time and to work among such as compassionate, dedicated staff.

Each student at the Orthogenic School receives individual and group therapy services to aid in their success. Therapy services help students manage difficult emotions, stress and other challenges children and adolescents face. Focus is also placed on helping students develop effective coping skills and build healthy, rewarding relationships with others. Individual and group therapy is built upon each student’s unique strengths and needs, with a focus on the therapeutic relationship.

I graduated from Lafayette College in 2001 with a B.A. in International Affairs, and began work as an educator in 2003. I first worked as a teacher’s aide with middle and elementary school special education students, then in 2005 became a New York City Teaching Fellow, working primarily with middle school students in Brooklyn, NY. I also earned a masters degree in special education from Long Island University. After deciding to move into the field of psychology, I did masters level graduate work at New York University and held a research position at the New York University Child Study Center. I then moved to Chicago during the summer of 2009 to begin a clinical psychology doctoral program at The Chicago School of Professional Psychology, graduating with my PsyD in August of 2014. My clinical experiences include work in residential, day school, community mental health, hospital, and private practice settings. I am primarily interested in therapeutic work with severely troubled youth, particularly those children and adolescents who have had psychotic experiences. I operate from a relational, strengths based framework, and strive to help those with which I work to gain a more full understanding of themselves and the world in which they live. I returned to the O School in September, 2014 after completing my diagnostic practicum experience here in 2010, and am very excited to be a part of the O School

team.

Sarah Shimmel, LCPCResidential Therapist

I have worked at the Orthogenic School for six years. I began as a dormitory counselor in the Phoenix Dormitory, where I stayed for three years before beginning in my new position as a Therapist in September 2012. I became a Licensed Clinical Professional Counselor in May 2012, after having accrued my supervision hours in order to take the examination while working in the dormitory. I received my Master’s Degree in Clinical Psychology from the Illinois School of ProfessionalPsychology in June 2009 after having received my Bachelor’s Degree with a major in Psychology from Miami University of Ohio in 2007. In addition to my work at the Orthogenic School, I completed my therapeutic internship as a psychological intern providing individual and group therapy for children aged 5 to 17 at the Chicago Academy, a CPS school for students from kindergarten to 12th grade. My favorite part about working with children and adolescents is how reslient they are, and how much capacity they have for making beneficial and lasting changes.

Greg Concodora, PsyD Residential Therapist

Sidd Mukerji, LSW Residential TherapistI have been working at the Orthogenic School since January 2014. I began as a master’s of social work intern in the older boys’ dormitory and assumed my current role as a residential therapist in July 2014. I consider childhood and adolescence to be very difficult yet profoundly meaningful periods in life. Therefore, I am grateful for the opportunity to help young people grow and realize themselves. The therapeutic approaches that I practice are Acceptance and Commitment Therapy, Functional Analytic Psychotherapy, and Dialectical Behavior Therapy. Apart from work, I enjoy reading, travelling, taking walks and bike rides.

5

Monique Saunders-Merchant, MA - Diagnostic Extern

Talla Azem, MA - Advanced Therapy Extern

I graduated from National Louis University in 2009 with a Master’s Degree in Human Services and Counseling. This is my 4th year as a Day School Case Manager and Therapist at the Orthogenic School. I really enjoy getting to know the students and their families and truly believe in the school’s philosophy of building strong relationships to promote growth and change. I have seen and experienced the impact that these relationships have on our students. It is truly amazing. I am proud that I am able to be part of a wonderful team at the Orthogenic School.

Ronda Skilton, MS LCPCDay School Case Manager and Therapist

Raquel Rossi, LCSWDay School Case Manager and Therapist

My name is Raquel Rossi and I joined the Oschool team last November as a Day School Case Manager. I graduated from Gettysburg College with a B.A. in Business Management and quickly realized a career in the business world wasn’t for me. I spent the next few years teaching English as a Foreign Language to children and adolescents in Portugal. It was in the classroom that my love of working with children was born. I received my Master of Science in Social Work from Columbia University in 2009 and hold a certification from the JRI Trauma Center in Traumatic Stress. I was drawn to the Orthogenic School because of its reputation for providing students with a safe place to learn and grow. It is an an amazing gift to be surrounded by a group of students and staff who are so passionate, creative, and committed.

Samantha Prague, MS LPCDay School Case Manager and TherapistMy passion for psychology can be traced back to my undergraduate days at Seattle University, where I studied forensic psychology with an emphasis on cultural trauma. I relocated to Chicago in 2012 to attend Northwestern University, where I received my M.A. in Counseling Psychology. I believe that the human experience is defined as the meeting of person and world. At the Orthgoenic school, we strive to foster an emotionally safe community so that each student’s lived world experience can be as healing and unique as possible.

Ashley Self - Diagnostic Extern

I am a fourth-year doctoral student in the Child and Adolescent Track at the Chicago School of Professional Psychology. I am very excited to be completing my advanced therapy externship at the Orthogenic School this year. Before starting at the Chicago School, I graduated from Case Western Reserve University with a Bachelor’s degree in Psychology. I have experience working with children and adolescents in psychiatric hospital, medical hospital, school, and community mental health center settings. My clinical interests include working with children and adolescents who have experienced trauma, oncology populations, and eating disorder populations. I was drawn to the Orthogenic School because of the authentic relational therapy model used with students. I am excited to start building healthy relationships with the students and look forward to to advancing my knowledge and strengthening my clinical skills through learning from the wonderful staff at the Orthogenic School.

I am currently a second-year Clinical Psychology Doctoral student at The Chicago School of Professional Psychology and will be completing my diagnostic training at the The Orthogenic School. I graduated from Stony Brook University in 2011 with a BA in Psychology and Sociology and gained valuable experience as a volunteer art therapist at Stony Brook University Children’s Hospital. I then began working as an Early Childhood Educator, working with young children to promote academic success and social and emotional development. I graduated with a Master’s degree in Forensic Psychology from John Jay College of Criminal Justice in 2013 and began working with youth at Manhattan Child Advocacy Centre, gaining significant clinical experience in addressing the needs and goals of children exposed to trauma. My clinical

interests include trauma, attachment, forensic psychology, and clinical neuropsychology with an emphasis on working with at-risk youth in schools and residential settings. I was drawn to the O School primarily because of the emphasis on the therapeutic relationship and the focus on building relationships between staff and students as a means of promoting success. I am looking forward to gaining experience in a supportive environment and strengthening my clinical skills through the O School’s relationship-focused milieu.

I am a second-year doctoral student at the Chicago School of Professional Psychology. I am eager to train at the Orthogenic School for the 2015-2016 academic year and to gain experience working with adolescent populations. I received my Bachelor’s Degree in Psychology from California State University, Long Beach. My work over the past decade has been primarily in residential treatment settings for addiction, mood, and personality disorders with both adults and adolescents. My clinical interests include trauma, severe psychopathology, LGBTQ populations, and my research interests involve evaluating treatment outcomes in residential populations. I am delighted to have the opportunity to learn and grow from training with an organization that utilizes a strength-based approach in its therapeutic milieu, while furthering the education of the youth it serves. My goal is to expand my skills in psychological assessment in order to contribute to the individually tailored treatment plans the Orthogenic School provides, in addition to eventually establishing a career in a similarly structured residential setting.


Elementary Program, The All Stars

Special Education Teacher: Andrea Ehrenberg, MS Ed

Elementary Teacher: Rebecca Loudis, MS Ed

I am excited to be returning as a co- teacher in the All Stars classroom. It is my second year at the Orthogenic School and I have been immersed in the field of education for the last 10 years. I earned my BA in Communications from the State University of New York at Oswego and my MS in Elementary Education from The College of Saint Rose in upstate New York. My range of experiences work-ing with children include everything from camp counselor and classroom teacher in

New York to dorm staff and outdoor education facilitator overseas at a residential school in India. The reason I am most excited to be working at the Orthogenic School is because I strongly believe in our school’s mission to meet children where they are and provide a safe place for them to learn and grow. It is an honor to call my-self a part of the “team” here at the O School!

This is my first year as a co-teacher in the All Stars classroom, but my 7th year as a Special Education teacher. I am very excited to be a part of such an amazing school! I previously worked at an elementary school in CPS as a Special Education teacher in resource and inclusion settings. I obtained my B.A. from Iowa State University in Elementary Education & Special Education. In addition, I earned a Masters of Education degree in Curriculum & Instruction with an ESL Endorsement through the American College of Education. However, I felt drawn to teaching long before starting at Iowa State. In 7th grade, I began tutoring younger children with learning disabilities on weekends. Ever since, I have continued to work with children and adults with a variety of disabilities as a camp counselor, activity coordinator, and respite provider. Currently, I volunteer with the Best Buddies Citizen program, and I am also a crisis manager for the Crisis Text Line. I am thrilled to teach at the Orthogenic School since I have always valued the combination of educating diverse learners while meeting their specific emotional needs.

7

The current All Stars Class is organized to address the individual and collective educational needs of students through the 7th grade in a self-contained learning community.

We continually strive to provide a highly structured multi-sensory approach to the acquisition of knowledge and information. Our goal is to provide a learning environment that allows each student to work within his/her own grade and ability range, giving special consideration to any identified learning gaps.

All students are expected to work towards their greatest potential while meeting the established goals of their specific Individual Education Plan (IEP) or Individual Academic Plan (IAP) and the Common Core learning standards.

The All Stars Class functions within a self-contained classroom environment. Students receive instruction in the basic content areas: Language Arts, Mathematics, Social Studies, and Science on a daily basis. Students have Physical Education four times a week as well as Foreign Language and Art four times a week throughout the academic year on a trimester schedule.

Schedules and materials are organized in relation to each student’s individual capabilities and IEP determinations. While the subject matter is integrated throughout, we utilize traditional and contemporary approaches to support academics within our unique setting. A variety of texts, workbooks, and materials are used within the All Stars class and for homework assignments. Additionally the class maintains its own library containing a number of books that support the curriculum, and provide literary resources for independent reading.

To support Language Arts and Social Interaction skill development, the All Stars participate in class meetings and small group learning projects to increase communication, collaboration, and cooperative learning. This balance is created to support the therapeutic process as well.

Computer technology resources are available to support educational goals and to enhance each student’s learning progress. The uses of specific Internet websites enable proper use of technology skills as we move toward more projects and problem-based learning.

The All Stars Classroom


LANGUAGE ARTS Language Arts is integrated throughout all aspects of the curriculum at this level. The key areas of reading, writing, speaking and listening are incorporated into the daily schedule. Reading instruction will include reading independently, with partners and in groups facilitated by teachers. Literature groups will give small groups of children an opportunity to discuss their books. The instruction will focus on decoding strategies, comprehension strategies, fluency, and vocabulary development. Students will be expected to respond to their reading orally and in writing in both open-ended formats and by answering questions. Materials will include literature of all genres and Scholastic News. Word processing and interactive computer technology resources are included in the educational program. Supplementary educational software include the following: Reading A-Z This software has leveled readers across 27 levels of difficulty and includes passages to improve fluency, reading rate, expression and phonics lessons. It also allows students to create flashcards, vocabulary books, graphic organizers and word sorts.

ADDITIONAL PROGRAMS INCLUDE Daily Reading Comprehension, Daily Language Review, and Critical and Creative Thinking Activities, all published by Evan-Moor. Work is selected from these programs to supplement the overall program and to provide students with the skills that are needed for their particular grade and/or ability level.

MATHEMATICS Mathematics builds on basic arithmetic and computation skills, application and critical thinking skills based on individual student ability and IEP goals. The goal is for all students to develop conceptual and computational mathematical skills that can be applied to everyday life. Problem solving is the basis for all instruction and activities. Math skills are developed through the use of manipulatives, games, calculators and written tasks. This is accomplished in small groups, whole class instruction and with 1:1 support.

ADDITIONAL PROGRAMS INCLUDE Morning Jumpstarts: Math, Critical and Creative Thinking Activities, published by Evan- Moor.

9

SCIENCE The All Stars will be using the Houghton Mifflin Science Series. This series offers units in Life, Physical, Earth and Space Science. It is supported with a series of DVD films made by National Geographic, leveled readers for independent reading, and computer simulations that provide outside background information and lab-like simulations. Topics covered will include Scientific Process, Simple Machines, Force and Motion, Space & The Solar System, Experiments, Nutrition, Health & The Human Body, and others.

SOCIAL STUDIES Topics covered will include Communities, Voting, Civic Responsibility, Immigration/Migration, Impact of Leaders, North America, and several others. Very often a single unit will highlight each of these. Each unit can be structured to accommodate the differing academic levels of each student. In addition to texts for science and social studies, Thematic Units and Mini-courses featuring supplemental topics for science and social studies will be introduced. This allows students of different grades and skill levels to participate together in a learning community. Each unit features different projects that can be adapted to each student’s skills.

COMPUTER SKILLS Students will be introduced to a variety of computer skills including keyboarding, word processing, and power point presentations. In addition, students will also have the opportunity to use desktop word processors.

COOPERATIVE SOCIAL SKILLS Students will have free and directed play using board games, building materials, arts and craft projects, as well as teacher directed activities to learn how to cooperate with their peers and appropriately use free time.

ACADEMIC ACCOMMODATIONS Students are provided with accommodations according to their Individual Education Plan (IEP) and/or Individual Academic Plan (IAP). These can include, but are not limited to, audio recordings, keyboarding help, scribing, and dictating when necessary. They are provided with extra time and adult support with reading directions and understanding assignments.


Special Education Teacher: Kimberly Frey, MA

Middle School

Teaching Assistant: Joseph Quinones

I am entering my third year as a teacher The Orthogenic School and continue to be extremely proud to be a part of this teach-ing staff. I graduated from the University of Central Florida with a B.S. degree in Exceptional Education with a focus on students with emotional and behavioral disabilities. As a teacher licensed in both Special Education and Secondary English, I have taught every grade level from kindergarden through 12th grade but middle school holds a special place in my heart. After obtaining my Master’s degree in Public Administration and teaching for over a decade in Florida, I returned to my hometown of Chicago in 2013. My first love has always been students who are dealing with significant emotional and behavioral issues because I have seen first-hand the growth they can achieve with the right support. I firmly believe that The O-School is the place where they can receive it.

I joined the Orthogenic School in 2012 as a one-to-one aide in the All-stars classroom. In March 2013, I became the teaching assistant in the Archaeologists classroom and remained for two years. This summer, I transitioned from our high school pro-gram and will be the teaching assistant in the Olympians classroom. Along with my responsibilities as a teaching assistant, I will be leading middle school mathematics this school year. Prior to working at the Orthogenic School, I received my Bachelors degrees in History, Latin American and Black World Studies from Loyola University Chicago. Also, I worked as a tutor for CPS and substitute teacher for the Archdiocese of Chicago. In 2013, I pursued a Master of Arts in Secondary Education – History and Geography. Currently, I am working towards a second Masters of Arts in Special Education, with endorsements in middle school education and language arts. This is my third year at the Orthogenic School and I am looking forward to a great academic year!

The Olympians

This is my third year here at the O’School. The Titans have had two successful school years, and we are ready for year number three! I cannot express how lucky and honored I am to return to the Titans middle school classroom. It has been amazing to witness the growth within our classroom as well as within our students. Prior to working at the O’School I was a special educa-tion aide for five years at a middle school in Evanston. It was through this job that I realized that my true calling was to work in Special Education. I graduated from DePaul University with a B.A. in English and National Louis University with an MAT in Special Education. I look forward to working with the students and am so proud of the work we do here at the O’School!

Special Education Teacher: Maggie Monohan, MAT

The Titans

Teaching Assistant: Domonique KiloI began working at the Orthogenic School in January 2013 in the residential department as a dormitory counselor. In November 2013, I transitioned to the academic department as a Middle School Teacher’s Assitant in the Titans classroom. Prior to working at the Orthogenic School, I received my Bachelor’s degree in Psychology from Hampton University in 2008. In 2009, I worked as a Preschool Teacher and an After School Program Coordinator for Inspiring Minds Youth Development Center. Upon moving back to Chicago, I began my work in social services as a residential counselor for Uhlich Children’s Advantage Network (UCAN). I am currently pursuing a MEd in Special Education at University of Illinois at Chicago. I look forward to my third year at the O’School with the Titans!

11

Building on the success of the semi-departmental approach adopted last year, the Olympian and Titan teaching teams look forward to building on this format this year. The students begin and end their day with their assigned base class. From there, they travel between the two middle school classrooms for English, Math, Science, and Social Studies. The students also receive instruction in Physical Education, Fine Art, Foreign Language and Social Skills. Each student receives instruction, accommodations, and support as directed by their IEPs and school district requirements. Instruction will take place in a variety of settings: whole group, small groups, partners, and individualized.This structure will allow students to learn transitional skills, good study habits, and appropriate social interaction and problem solving skills.

English/Language ArtsThe following briefly outlines core content areas, general goals, and texts that may be used for instruction.

The ELA curriculum will focus on all content areas within a traditional English class: literacy, grammar, and writing skills. The class will utilize a variety of instructional methods (whole group, small groups, partners, individualized) in order to best meet the learning needs of the students. Assessment will take place in various forms such as: multiple choice tests, short responses and essays, and various projects as assigned by the teacher. The class will read many genres of fiction and non-fiction through-out the year and will produce various types of writing. All curriculum is designed to align with Common Core Standards.

Materials used include (but are not limited to):

Age-appropriate Middle School English Literature Novels. Examples of novels that might be read during the course of the year are: The Wednesday Wars, Chasing Vermeer, Surviving the Applewhites, The Adventures of Huckleberry Finn, The Absolutely True Diary of a Part-Time Indian.• various elements from Pearson School’s reading/writing curriculum• Supplementary Language Arts Internet materials

This year the Titans and Olympians will journey through the ancient world. Along the way they will encounter great civilizations, including the Sumerians and Akkadians. They will explore the ancient lands of Babylonia and Mesopotamia. Our next stop will be Ancient Egypt and the great pyramids. The students will study hieroglyphics and the powerful pharaohs that ruled the country. From there we will make our way to China where we will encounter the great dynasties that ruled the land. We will continue our journey through Rome and the Middle East. When our journey ends, the student’s will begin their study of the Middle Ages. The students will learn about the fall of Rome and the rise of England and France. We will study the crusades and the great conquerors that fought for their countries. It’s going to be an exciting year!

The curriculum is designed to fit the learning needs of all of our students. With a combination of large group and small group in-struction, the students will learn how to interact with one another and work as a team on certain assignments. The students will be evaluated through classroom assessments as well as projects. The entire curriculum is designed to align with common core standards.

Some of the materials that will be used include:• Carson-Dellosa Learning Spot: Civilizations of the Past: World Civilizations and Cultures• Carson-Dellosa Learning Spot : Medieval Times• Supplementary History internet materials

Social Studies


The Middle School academic program emphasizes organization and study skills development. Prescriptive As-signment Book programs are utilized on a daily basis in order to assist students as they become more indepen-dent learners. Supportive organizational materials are utilized on an ongoing basis throughout all aspects of the curricula.

Study Skills

The curriculum will encompass portions of physical science, life science, and Earth science. Physical science will explore matter (forms of matter, properties of matter, and physical and chemical changes of matter) and discover the behavior of energy, light and sound.. Earth science will navigate through the Earth’s surface and research natural resources. The instructional methods utilized throughout the curriculum will include individual and group activities, partnered experiments, whole group discussions, and independent research. The method of assessment will include short answer quizzes, multiple choice test, and various partnered activities assigned by the teacher.

Some of the materials that will be used include:• Houghton Mifflin Science (Grades 6 - 8)• Holt Science & Technology: Integrated Science (Level Red)• Pearson Interactive Science: Earth’s Structure• Pearson Science Explorer: Earth Science

Science

MathematicsWe believe that in order to effectively teach a student how to learn mathematics, the student must first learn to love, appreciate and respect mathematics. We recognize individual differences among students and strive to offer a diversified program, which will meet the needs and interests and also be consistent with the abilities of all students.

Students will participate in a common-core-aligned curriculum designed to bridge between concepts they have learned in earlier grades and the expectations of middle school and high school mathematics. We will work to increase competency in basic compu-tation skills while also introducing pre-algebra, algebra and geometry concepts through inquiry-based learning.

Mathematics Grade 6This sixth grade mathematics course is designed to develop the student’s understanding of basic mathematical concepts, skills and ability to perform arithmetic computations, and facility in working with word problems. The students will work towards demon-strating proficiency in performing basic mathematical operations with whole numbers, fractions, and decimals as well as a working knowledge of percents, geometrical measures of liquid volume, weight, and linear distance. In addition, the students will be intro-duced to algebraic expressions and solving basic algebraic equations.

Mathematics Grade 7 (Pre-Algebra)This seventh grade mathematics course is designed to review previously learned mathematical skills and provide the students with a pre-algebra background as well as a strong introduction to Algebra 1. The new areas of study include integers, problem solving, equations, graphs, measurements, and statistical probability.

Mathematics Grade 8 (Algebra)This eighth grade mathematics course is a complete course in algebra. The course will help the students organize their thoughts in solving mathematical problems that are met in everyday life. Topics of study include: variables and equations, real numbers and operations with real numbers, factoring of polynomials, algebraic fractions, ratios and proportions, solving equations, linear func-tions and their properties, inequalities in one and two variables, rational and irrational numbers, radicals and quadratic functions.

13

High School The High School Program at the Sonia Shankman Orthogenic School is very unique and offers High School students a broad array of experiences and learning challenges. Our five High School classes, in collaboration with Foreign Language, Physical Education and Fine Arts, present students with a departmentalized approach to academics and study. Students have the opportunity to master all the components of High School life (balancing a daily schedule, organizational skills, attending each class prepared, different classroom settings), within a smaller, therapeutic environment. Classes are designed to be flexible enough to meet learning and social/emotional challenges in ways that do not compromise course content and learning requirements. Our smaller setting allows each teacher to take leadership in a core-content area so that study can be more intensive and specialized.

The High School teachers at the Sonia Shankman Orthogenic School also work with students to create a Base Classroom community. Each student is assigned to a base classroom and that teacher assumes leadership of that student’s educational program. They oversee guidance issues and course selections, learning style accommodation recommendations, IEP development and attend and participate in all clinical and treatment planning meetings on behalf of their base classroom students. In this way, the therapeutic and educational processes can be cohesive and integrated.

As the weekly schedules also indicate, students at the Sonia Shankman Orthogenic School participate in Group and Individual Therapy during the school day.


English Program, The Rhetoricians Classroom

This is my 16th year at the Orthogenic School, 12th on this go around, and I truly enjoy both the challenges and rewards that this position entails. I earned by BS from the University of Iowa in 1990 and have since earned an MA in writing from DePaul University. I recently finished coursework to become a Reading Specialist and have just begun to work towards my doctorate in Reading, Language and Lit-eracy at National Louis University.

This course of study has given me many new tools to use in my work with the students of the O’School and I am excited to apply them towards student growth and learning. As a teacher I have worked in both urban and rural settings and have been a part of public school systems as well as private, therapeutic schools. The students at the Orthogenic School are unique in their struggles and their talents and I am proud to say that I learn from them as well as help them to learn. I have had the privilege of building a newspaper and literary magazine that helps them highlight their skills and gives them a continued platform to share their voice. I look forward to the upcoming year and am thrilled to be a part of the school’s new chapter on our fabulous new campus.

My name is James Geoffrey Keegstra and I go by “Geoff.” I was born in Grand Rap-ids, Michigan and have moved around a bit during my life, having lived in multiple states of the U.S. and in France for two years. I earned a BA in English Literature at Michigan State University and then moved to the Chicago area. Teaching and working with youth has always been a part of my life, and I am always energized by the difference I can make here at the O-School and about the difference it will make in my life.

Special Edcuation Teacher: Michelle Pegram, MA

Teaching Assistant: Geoff Keegstra

15

English I

English II

Curriculum

This course focuses on the forms of literature and helping students build the language and knowledge that allows them to speak and write about the literature that they read. Students will complete a short story unit that focuses on plot, setting, character, point of view and theme as well as novel studies on works that could include Grendel, by John Gardner, Of Mice and Men by John Steinbeck, Ella Minnow Pea by Mark Dunn and Animal Farm by George Orwell. There will also be a reading and analysis of Romeo and Juliet by William Shakespeare. Students will respond to all readings by completing a journal entry that has them summarize, make connections, visualize, determine the important events, synthesize their understanding, ask questions and make predictions based on their reading. In addition to this course work, students will participate in an independent reading program in which they will read a book of their choice for one class period per week and respond to that reading in various written formats.

This course focuses on the reading and analysis of world literature. Students will visit England, France, Iraq, Jordan, Australia, Japan, and Kenya among other possibilities. Students will respond to all readings by completing a journal entry that has them summarize, make connections, visualize, determine the important events, synthesize their understanding, ask questions and make predictions based on their reading. They will also complete analytical papers in response to the literature that they explore.

High School Credit Course: 2 SemestersState Course Code: 01001A000, 01053A000

High School Credit Course: 2 SemestersState Course Code: 01002A000 01058A000

The English program consists of all levels of English that are required by districts for High School Graduation. There is a Forms of Literature class in which students are introduced to the lan-guage and methods of thinking, talking and writing about literature. We also offer World Lit-erature, American Literature and British Literature courses. In addition to this, we offer a Survey of Literature course that provides support to students who may have learning gaps or a learn-ing disability in reading. These courses are primarily novel based and provide the students with mutiple ways in which to respond to what they have read in writing. Being based in Chicago, we have the opportunity to take advantage of programming in the arts, and, each year, we identify which productions will be done at Steppenwolf and The Chicago Shakepeare The-ater so that we can incorporate those works into our curriculum and then take the students to the theater. We are also fortunate to offer two electives, Journalism and Literary Magazine, which allow our students to explore different forms of writing and to produce publications for the school community.

English

English III

This course focuses on American Literature. Students will explore the work of American authors in units on Native American literature, African American Literature, Latino(a) American literature, Asian American literature, and European American literature. All units other than European American will include two novel studies that will be supplemented with children’s literature. The European American unit will incorporate the analysis of the short stories of as many authors as possible. Students will respond to all readings by completing a journal entry that has them summarize, make connections, visualize, determine the important events, synthesize their understanding, ask questions and make predictions based on their reading. They will also complete analytical papers in response to the literature that they explore.

High School Credit Course: 2 SemestersState Course Code: 01003A000 01054A000


English IV

This course focuses on the reading and analysis of British literature. Students will read works from the Anglo Saxon times through the modern era including such titles as Beowulf, The Canterbury Tales by Chaucer, King Lear by Shakespeare, Wuthering Heights by Bronte, and The Importance of Being Earnest by Wilde. In addition to this, they will study poetry and essays from various historical periods in British history. Students will respond to all readings by completing a journal entry that has them summarize, make connections, visualize, determine the important events, synthesize their understanding, ask questions and make predictions based on their reading. They will also complete analytical papers in response to the literature that they explore.


Survey of English

This course has students from various grade levels who need additional support in the completion of reading and writing assignments. All students will be assessed to determine their reading level and to identify areas in which they need to work. They will then complete novel and short story studies during which they will build these skills. Students will respond to all readings by completing a journal entry that has them summarize, make connections, visualize, determine the important events, synthesize their understanding, ask questions and make predictions based on their reading. They will also complete analytical papers in response to the literature that they explore. In addition to this basic course work, students will participate in an independent reading program during which they will choose a book that they would like to read during one or two class periods a week. After each session of reading they will be asked to respond in writing to what they have read.

High School Credit Course: 2 SemestersState Course Code: 01051A000; 01052A000; 01053A000

Journalism

Students in this course will produce the four yearly issues of the Yellow Door Chronicles. They will explore the first ammendment and its relationship with high school journalism and examine the work of journalists in both online and print formats. For each issue students will be responsible for completing two articles, giving feedback on peer articles and completing editor responsibilities as either copy, content, involvement and photo editors. In addition to this, as members of the newspaper staff, they will learn to use Adobe InDesign in order to complete the layout of the paper.

High School Credit Course: 2 SemestersState Course Code: 11101A000

Literary Magazine

Students in this course will produce the school literary magazine, Orthogenique, by completing one issue per semester. The magazine staff will identify two or three themes, depending on the semester, around which the writing and art pieces will be built. These themes will then constitute the chapters of the magazine. Students will alternate between writing and art units during the course and there is an emphasis on collaboration as students will illustrate the writing of another students and write for the art work of another student at various times during the year. They will learn about creative writing genres, the tenets of illustration and the use of Adobe InDesign for layout of the magazine.


17

I am an artist and art educator from Chicago and I have been the Fine Arts teaching assistant at the Orthogenic School since February of 2014. I have a BFA in Art Education from the University of Illinois at Chicago with a concentration in painting. I have been involved in several after school arts programs through the National Museum of Mexican Art as well as a National Endowment for the Arts granted performance arts program called City As Site. I have always been motivated by artwork that promotes social justice and unique perspectives, and I try to incorporate these themes into my curriculum. I love working at the O’School because I am able to form strong relationships with my students and help

them explore themselves through their artwork.

I am a fine artist specializing in Printmaking and New Media genres. I received an MAT in Art Education from Columbia College and my MFA in Printmaking from The School of the Art Institute of Chicago, where I was a recipient of the prestigious Graduate Fellowship. An Undergraduate Research Scholar from UNC - Asheville, I received both a BA with distinction in Art, and a BA in Multimedia Arts and Sci-ences. I have exhibited in Czech Republic, Bulgaria, Chicago, North Carolina, and performed at Carn-egie Hall, New York. Lectures include: University of Kentucky & Columbia College, Chicago, in the U.S., and the Academy of Fine Arts - Prague, Czech Republic, the National Art Academy, and American Col-lege in Sofia, Bulgaria. I currently work in Contemporary Practices at the School of the Art Institute of Chicago where I teach digital tools for artists. I am a practicing artist with a studio here in Hyde Park and I am the Fine Arts teacher here at the Orthgenic School, I began at the O’School in 2003 and have had the opportunity to build a comprehensive and engaging arts curriculum, as well as work with a fantastic team. The students inspire me each day.

Fine ArtsFine Arts Teacher: Hague Williams, MAT

Fine Arts Teaching Assistant: Emily Grelck

The Art RoomThe students at the Orthogenic School have the opportunity to participate in a wide array of artistic endeavors. Our Fine Arts Program has involved young artists in painting , printmaking, photography, digital imaging, drawing, quilting and more… This website showcases samples of their work and projects.

The Classroom: The classroom is exceptionally large and organized. The room is sectioned off into 3 main areas: seating and working, printmak-ing with press, and junior achievement (a small screen printing business that is student run). There is plenty of shelving for materials and each student in the school has a flat file for their projects. The room is organized in a way that students can easily find and access materials. While dangerous materials are behind a lock and key cabinet. The room is equipped with 2 desktop computers for printing and 10 laptops. There is also a media cart with speakers and a projector, a pull down screen and a Promethean broad. Large tables dominate the center of the room for the students to sit at. Also a large section of the wall is cork board for hanging work onto along with announcements, and posters of artists. Ad-ditionally there are multiple bookshelves with a myriad of types of books related to art and design

In the Art Room at the Sonia Shankman Orthogenic School our goal is to inspire growth at the deepest level. Our concept of artistic growth includes intellectual depth, social maturity, as well as local and global awareness. It is our job to mentor students so that they can benefit from exposure to the arts and grow. We value the critical thinking skills we aquired in our education. Developing and continuing to improve critical thinking skills is essential to education and growth. The study of the Visual Arts continues to be an excellent way to provide young people with powerful insights and practice of critical thinking. Simpson (1998) in Creating Meaning Through Art, states, “thinking with images is the most effective strategy for critical thinking skills associated with certain reasoning and insight problems (Simpson, p. 270)”. Keeping critical thinking at the forefront of a Visual Arts curriculum is key to building 21st century skills in the classroom. We use a combination of Discipline Based Art Edu-cation (DBAE) and Arts Integration instructional methods in our classroom to foster and build critical thinking skills, a skill that will be necessary for a successful and enriching lifetime of learning.


In arts classes, we learn to solve problems, work in teams, organize our environment & decide what we find interesting and beautiful. Through their experiences in the art room, students have a greater understanding of their own creative process and how this relates to those around them.Students will spend the school year learning about the elements of art and principles of design. They will experience these concepts through a variety of short-term projects in media including pencil, paint, clay, sculpture, collage & printmaking.Long-term Goal: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive quali-ties of mood, emotion and pictorial representation.Students successfully completing the elementary fine arts classes can:• Use materials, tools, and technology when making art• Interpret visual images, sounds, movement, and story• Understand the way the arts are used in their daily lives

Elementary Fine Arts Classes, The All Stars

Middle School Fine Arts Classes, The Olympians & The TitansIn the middle school program we continue to work with students on building stronger problem solving skills, a stronger ability to work in groups/collaborate and the ability to organize/utilize materials in a way that maximizes their use.Students continue to learn about the elements of art and principles of design. They will experience these concepts through a variety of short-term projects in media including pencil, paint, clay, sculpture, collage, & printmaking.Long term Goals:Sensory ElementsDemonstrate an understanding of the creation of illusion of space (e.g., overlapping; variations in size, placement, value).Demonstrate an understanding of formal/linear perspective (e.g., horizontal lines, vanishing point, one/two point perspec-tive).Identify the role of a specific color scheme in an art work.Organizational PrinciplesDescribe the elements and principles that create harmony.Expressive QualitiesIdentify the elements and principles that convey meaning in a work of art.Describe elements and principles that unify a work of art.Evaluate the visual qualities of symbols that create meaning in works of art.Critique a work of art using appropriate language in a positive, constructive manner.

This course is an introduction to drawing & painting using all types of materials. We will begin with developing a solid foundation in composition. Then the class will explore the necessary skills of line, shape and value drawing and color theory. The final weeks will allow students to combine all these techniques together to create dynamic finished drawings of advanced quality. Each student will be encouraged to develop his or her own personal style and strengths while at the same time incorporating new skills into their work. Ultimately, the goal for each student will be to

Painting & DrawingHigh School Credit Course: 2 SemestersState Course Code: 05155A000

PrintmakingHigh School Credit Course: 2 SemestersState Course Code: 05161A000This course will cover the introduction and fundamentals of creating printmaking art. Upon completion of this course students should be able to apply their knowledge to 4 basic processes in printmaking: mono-printing, relief printing, collagraph-printing, and screen-printing. Within these 4 types of printmaking each student will learn how to apply design, typography, compositional elements, and concepts to the area of print editions.Three critical components will be applied to the 4 types of printmaking: art history, technical process, and art criticism. The history of printmaking will be discussed and viewed, technical processes will be shown through demonstration, and art criticism will be a conversation about each students work during the course of the year in group critiques.Students will produce a portfolio of prints demonstrating all 4 types of printmaking.

19

High School Credit Course: 2 SemestersState Course Code: 05169A000 or 11153A000Students are introduced to the fundamentals of creating digitally based art. Upon completion of this course students should be able to apply their knowledge of the basic elements of composition and design to their understanding of electronic based imaging and illustration software.Course Objectives:Upon completion of this course the student should be able to:-Use electronic based applications to create art and manipulate images.-Use electronic based applications to edit images.-Recognize the difference between vector and raster based images.-Identify the thought process behind using different applications.-Prepare images for printing and presentations.-Digitize original art by scanning with a desktop scanner.Course Instructional Methods:This course will be taught using a combination of lecture and collaborative learning techniques. Class time should involve lecture, guided discus-sions, student presentations and structured individual/group-based lab activities.Course Requirements:Students’ success results from an understanding of the use of programs, class exercises and discussions. Class attendance and participation, as well as the timely completion of all assignments/projects, are required components in this process. Students are responsible for being able to present completed work both visually and orally. Course work demands that students achieve visual and intellectual depth through their art-work that is within the Sonia Shankman Orthogenic School’s quality initiatives of using technology across the curriculum.Programs:Adobe Photoshop CS3Adobe Illustrator CS3Google SketchUpCanonScan ToolBox X

Digital Imaging & Concepts

In 2007-2008 students at the Orthogenic School began a Junior Achievement Chapter, Infectious Tees. Students created a mission statement and organizational structure that we continue to build on every year.Students each school year learn to design and print custom t-shirts and bags. We are proud to report that over 6000 t-shirts, bags, and hats have been printed through 2015! We have made significant profit and have been able to provide our shareholders with a handsome check at the end of every school year.In this class, students will work collaboratively to further develop and manage the Infectious Tees Company. Students will manage the account-ing, marketing, production and direct sales of the company through the two semesters. Additionally students will work as a team to expand our business model in a way they determine to make sound business sense.

Infectious Tees: Business & Marketing, Workplace ExperienceHigh School Credit Course: 2 SemestersState Course Code: 12998A000 or 12053A000


The PythagoreansSpecial Education Teacher: Sara HayduckMy name is Sara Hayduck and I am a Special Education teacher in the Pythagoreans classroom. I began working here in April of 2014 and am so happy to be a part of this school community. I earned my undergraduate degree in Special Education at Illinois State University in 2011. As a Special Education teacher, I was drawn to the programming at The Orthogenic School because of my strong desire to work with students who have emotional disabilities. Through my time at The Orthogenic School, I have seen many students blossom with the individualized support that they are able to receive here. I enjoy watching each student grow throughout their time with us.

Mathematics Teacher: Tom North, MBA

I am entering my third year as the high school math teacher at the Orthogenic School. Having completed our move and first academic year in the new facility, I am excited about the growth that awaits our students, staff and programs now that we can direct our full attentions there. It continues to be very rewarding to see students develop, grow and mature on so many levels. My path to teaching is somewhat unusual. I

worked in Corporate America for nearly 25 years before switching to teaching. IBM, General Mills, Cummins Engine and American Family Insurance are some of my previous employers. I enjoy sharing stories of those times with the students. I received my bachelor’s degree from Northwestern University and my Masters in Business from the University of Chicago. I have taught math at a Job Corp Center in Indiana, a private Catholic school in Indianapolis and a small rural school in Central Illinois. I am grateful to have reestablished my roots in Chicago, working with the fine staff and students at the Orthogenic School.

The Math ProgramThe math curriculum at the Orthogenic school is common core based and is designed to build upon the ongoing process of observation and analysis that began in elementary school. Math, while confusing to many, is actually the language and instrument that helps society and individuals put structure to the world. Beyond pure computational skills, our math classes are intended to help students see structure and patterns that occur around them, formulate opinions about analyzing and predicting future outcomes based on prior data and results. Each course is designed to help students make sense of how numbers and quantities relate to their world and to become problem solvers through quantitative analysis and critical thinking. We are very fortunate that our new facility brings with it access to internet and web-based programs, such as IXL math and Khan Academy, that allow students to move at a more individual pace. This is a strong benefit of the Orthogenic school as a whole as well.

21

Algebra II & TrigonometryHigh School Credit Course: 2 SemestersState Course Code: 02106A000The Algebra 2 course reunites the computations and concepts from Algebra 1 with the logic and critical thinking of the physical shapes that was covered in Geometry. Students develop a greater fluency with the language of mathematics and begin to compare the principles of a function learned from linear equations to more complex functions and concepts, such as systems of equations, linear programming, composite functions and rational equations. The idea of modeling situations in one of four styles is further developed, utilizing pictures (graphs), numbers (tables), formulas (equations) and words (written or spoken). A major goal in Algebra 2 is the comfortable switch between each of these mediums for modeling and the ability to explain the hows and whys of those transitions. The text used in class is Algebra 2: Common Core Edition, published by Prentice Hall. This is supported by separate texts for homework assignments and for test preparation. Modifications for the course include small class size and exended time for homework assignments and tests, as recommended by each student’s IEP.

Geometry

Geometry is most often thought of by people as pertaining to physical shapes in one, two and three dimensions (like lines, angles, squares and boxes) and the properties and formulas that help define them (perimeter, area, surface area and volume). While that is certainly a significant part of geometry, many people often overlook the quantitative side of geometry as well as the perspective, logic and deductive elements of geometry that lead to proofs. All of this will be covered during the course of the year, as well as learning how to construct two dimensional figures with non-measuring tools (straight edge and compass). Included in the development of the shapes of geometry will be exploration of transformations, parallel and intrersecting lines, right angle trigonometry and the properties of circles and polygons. The text used for this course is Geometry: Common Core Edition, published by Prentice Hall. This is supported by separate texts for homework assignments and for test preparation. Modifications for the course include small class size and exended time for homework assignments and tests, as recommended by each student’s IEP.


Algebra IHigh School Credit Course: 2 SemestersState Course Code: 02052A000Algebra 1 begins with a review of fundamental algegraic techniques learned in earlier grades, such as the basic operations of addition, subtraction, multipication, and division. Students also make connections between the vocabulary of mathematics and the symbols by translating sentences and word problems into equations. The review phase wraps up by covering proprtions, fractions, negative numbers and percentages. These are all skills that have been taught at earlier levels. Topics that may be new to students in Algebra 1 will include functions and relations and graphing these representations. The basic functions that will consume most of the year are linear functions and quadratics. These are explored in both equation and graph form, using both equalities and inequalities. Students will also be exposed to exponential and radical functions, right triangles and elementary trigonometry and rational functions and expressions, ie, fractions with variables. When appropriate, we connect the concepts to real world applications in economics, finance, statistical and probability analysis and both physical and social sciences. The text used for the course is Algebra I: Common Core Edition, published by Prentice Hall. This is supported by separate texts for homework assignments and for test preparation. Modifications for the course include small class size and exended time for homework assignments and tests, as recommended by each student’s IEP.


Calculus is an advanced study of the twelve basic functions, with concentration on limits, continuity, derivatives (rate of change) and integrals (area under a curve). The emphasis in calculus delves much deeper into the why’s of mathematical functions so that more detailed and impactful predictions can be made. Characteristics of functions, similarities, direction, magnitude all can be uncovered through the detailed analysis that is Calculus. The course is necessarily divided into distinct halves that come together about halfway throught the school year. Intially, much of the work is theoretical, dealing with graphs and equations at different levels of a process. However, the value comes when the real world situations are then brought to bear with the theory. Use of AP materials is very effective in combining critical analysis with real world circumstances. The textbook is Calculus: Graphical, Numerical and Algebraic, published by Prentice Hall. This is supported by separate texts for homework assignments and for test preparation. Modifications for the course include small class size and exended time for homework assignments and tests, as recommended by each student’s IEP.

CalculusHigh School Credit: 2 SemestersState Course Code:

PrecalculusHigh School Credit Course: 2 SemestersState Course Code: 02110A000PreCalculus is intended to consolidate the skills learned in Algebra 2 and provide the students with the skills necessary to tackle calculus, statistics and applied mathematics. It involves more analysis of characteristics and properties and a different type of computation. The deductive logic of Geometry is called upon to see how proofs are formed in number theory, power series and trigonometic fucntions. The twelve basic functions are introduced and advanced functions, such as trigonometry and exponential growth, are compared to the simpler linear functions. Finance, compound interest and the determination of growth rates is part of the exponential function section, while Ferris wheels, the changing water heights that accompany changing tides and other cyclical phenomenon are covered. Trigonometcis identities and their use in calculus are the final topics that are covered. The text used for the course is PreCalculus: Graphical, Numerical and Algebraic, published by Prentice Hall. This is supported by separate texts for homework assignments and for test preparation. Modifications for the course include small class size and exended time for homework assignments and tests, as recommended by each student’s IEP.

23

The Archaeologists

Teaching Assistant: Joseph GrayI earned my bachelor’s degree in English education from the University of Southern Indiana in 2009. After graduating, I was selected by the Japanese Ministry of Education to teach English in Hiroshima as part of the JET Program. After my stint in the Japanese school system, I relocated to Chicago where I taught in various charter school networks within the city and later in the Evanston/Skokie public school system.

I started at the Orthogenic School as temporary Summer Fun staff in the summer of 2014. I was so impressed with the amount of time and care devoted to each individual student at the O School, and with the overall supportive atmosphere of the school community. The following summer of 2015, I returned for Summer Fun and the opportunity arose for me to come on as permanent teaching staff. Now, I teach history in the Archaeologist Classroom with AJ.

I am the special education teacher in the Archaeologists classroom, and am excited about starting my first year at the Sonia Shankman Orthogenic School. I completed my BA in Biology at Colorado College, and my MAT in Secondary and Special Education through the Academy for School Leadership and National-Louis University. I’ve spent the last four years as a special education teacher with Chicago Public Schools, teaching Physics, Biology, Chemistry, and Geometry. I also work as a private ACT tutor, and enjoy the opportunity to work one-on-one with students as they prepare for college. Prior to becoming a teacher, I was a dog trainer and behaviorist for an animal rescue in Colorado. Outside of school, I love to travel, and have a passion for theater and the arts, which I try to bring into my teaching practice whenever possible.

Special Education Teacher: AJ Wieselman, MAT

Social Studies ProgramThe social studies department seeks to teach students how to critically examine events, societies, and people in history from a variety of perspectives. Students will be encouraged to shape their current culture utilizing the knowledge gained while examining history through its political, social, economic, and geographic trends. Students will exercise their critical thinking skills through the expressive modes of writing, speaking, oral presentation, and hands-on activities as active historians rather than passive receptors of information. With the National Council for the Social Studies, the Orthogenic School Social Studies Department has embraced the needs of students of the 21st century and aims to teach the follow Essential skills:

• A sense of civic responsibility and place value on active civic participation• Perspectives on their own life experiences as they see themselves as part of the larger human adventure in time and space• Accessing, analyzing, evaluating, managing, integrating, and creating information in a variety of forms and media• A critical understanding of history, geography, economics, political, and social institutions, traditions, values, unity, and diversity of the

United States• An understanding of other peoples and the unity and diversity found in the world’s history, geography, interdisciplinary studies,

institutions, traditions and values• Developing the skills, respect and responsibility to work successfully and productively in groups• Exercising thoughtful reasoning, understanding complex choices and decision-making, and locating, responsibly using and reusing

resources


Government & Economics

United States History

The U. S. History class will span the period from the late 1400’s to current day. Students will learn about the foundation this country was built upon by the “founding fathers” but also explore other perspectives. The basic ideas about the quality of life, political systems, economic structure and growth over the country’s development will be instilled in the class over an academic year. Students will also learn from at least two field experiences in the local area of Chicago. Contemporary world issues such as globalization, economic interdependence, and terrorism and world cultures will also factor into our analysis of international conflict and cooperation. Students will learn to weigh evidence and interpretations as they build their factual knowledge of U.S. history. Students will develop the ability to draw conclusions and use informed reasoning to present arguments clearly and persuasively in essay format based on new information that will be presented in this class.

High School Credit Course: 1 Semester eachState Course Code: 04151A000 & 04201A000


Government will focus on the various institutions, groups, beliefs, and ideas that constitute United States politics. The course begins with an overview of basic concepts found in all political systems, the philosophical background, which led to our constitutional development and the basic concepts found in the Constitution. Students will gain an analytical perspective on government and politics in the United States both by studying the general concepts used to interpret U. S. politics and by analyzing specific examples.

The primary objective of this course is to prepare the student for decision-making within the framework of the American political system. The executive, legislative, and judicial branches of the federal government, including current issues of interest such as foreign affairs, will be studied.

Economics deals with the way that individuals and societies, particularly our society, have chosen to use scarce resources for the production of alternative goods. Students will learn how these scarce resources are distributed among the various peoples and groups in society. The course emphasizes the economic principles upon which the free enterprise system is based. Students will study the role government plays in this system and compare the American economic system to other types of economic systems. Students will also receive practical information in the field of personal finance, credit, college selection and the financial aid process.

World History The Modern World -1500 to the Present

After following the story of human societies in World Cultures, from the early agricultural settlements to the complex civilizations, we continue on our journey by examining the transformation of these societies. Students will examine the emergence of the modern world by describing and analyzing the encounters and interactions between and among various political people, cultures and societies that have over the last several centuries produced this world. Among the topics covered are the expansion of cross-cultural interaction, trade, the expansion and decline of large empires, imperialism, and colonialism; the spread of knowledge and technology, and the struggles for justice in all arenas of life including race and ethnicity, gender and socio-economic status.

In addition to studying content, this course aims to improve skills that will serve students well in U.S. History any other social studies classes in the future. Among the skills reviewed are critical reading and note taking, essay writing (5-paragraph history essay), historical source analysis, research, oral presentation, and organization. Textbook: Burnett, Eric. Our World’s Story: The Tales, Traditions and Turning Points of World History and the Regional Challenges of Today. Kentucky: CreateSpace, 2013. Print.

Supplementary Materials: • Bulliet, Richard W. The Earth and Its Peoples: A Global History. Boston, MA: Houghton Mifflin, 2014. Print.• Gombrich, E.H. A Little History of the World. New Haven: Yale University Press, 2005. Print.

High School Credit Course: 2 SemestersState Course Code: 04051A000; 04099A000

25

World Cultures

This course is an introduction to history as a discipline, and an analysis of the origins, early development and structure of human civilization from prehistory until the 16th century. We will examine three distinct periods of world history: the early civilizations, the classical world, and the post-classical world. The regions which have had the most impact on world cultures, the Mediterranean world, western Europe, eastern Europe, the Middle East, India, and China will be the primary emphasis, but other civilizations (southeast Asia, sub-Saharan Africa, Japan, and the Americas) will be included when they begin to play a role in the “world system.”

In addition to studying content, this course aims to develop important skills that will serve students well not only in this class, but also in any other social studies or humanities classes taken now or in the future. Among the skills taught are critical reading and note taking, essay writing (3-paragraph history essay), historical source analysis, research, oral presentation, and organization.

Textbook:Burnett, Eric. Our World’s Story: The Tales, Traditions and Turning Points of World History and the Regional Challenges of Today. Kentucky: CreateSpace, 2013. Print.

Supplementary Materials: Mills, Dorothy. The Book of the Ancient World. Kentucky: Memoria Press, 2012. Print. Standage, Tom. A History of the World in 6 Glasses. New York: Walker and Company, 2005. Print.

High School Credit Course: 2 SemestersState Course Code: 04061A000, 04062A000, 04301A000, 04302A000


The Xenophiles

¡Bienvenidos to the department of Foreign Languages! We are proud to offer various courses to all or students. We offer high school level Spanish classes and an introduction to the Spanish language and cultures for our middle school and elementary students. In all classes, we focus on acquiring language in fun, yet effective ways, involving what are called “The Five C’s”: communication, cultures, comparisons, connections, and communities. Our central goal is communication in the language. We also explore world cultures and make cultural and linguistic comparisons with our own. All of these are aimed to provide the students with memorable experience with the language, because the more ways a student utilizes the language, the more completely they will acquire it. Our classes also put emphasis on organization and other important executive functioning skills by infusing the skills into the curriculum.

Special Education Teacher: Dana Bellich, MATThis is my seventh year working at the Orthogenic School and hope to work here for many more. I earned my BA from Marquette University in Psychology, Education and Spanish and my Master’s in Special Education at Northeastern Illinois University. My appreciation for languages and different cultures grew while I studied, worked, and traveled in Spain. I continue to take every opportunity that comes my way that would help me grow and learn more about various cultures. I was drawn to the Orthogenic School by a staff member who spoke highly of the school, students, and staff. After learning more about this unique school, I felt that it would be a perfect match for me. It has been ever since. I am thrilled to be starting another academic school year.

Teaching Assistant: Diana CamarilloMy name is Diana Camarillo. I completed my undergraduate education at Concordia University of Chicago with a B. A. in political science and Spanish. Prior to joining the O’School I worked with populations with chronic illnesses and mental health diagnoses in Chicago. I plan on going on to graduate school to obtain a degree in special education. During my free time I enjoy volunteering for organizations that work with refugees and immigrants and I also enjoy traveling. Although I am new to the O’School, I have found the environment here to be one that is not only very positive but also very supportive. I look forward to working with each one of the students this year as the Spanish Teaching Assistant.

Foreign Language Program

27

Elementary & Middle School SpanishThis course meets four days per week for one trimester of the school year. It offers an initial exposure to the Spanish language and culture. Students engage in everyday conversations, songs, and projects. The course utilize the language program, Muzzy, which promotes second language learning through a series of stories involving recurring characters and their adventures.

Middle School SpanishMiddle School Spanish: This course meets four days per week for one trimester of the school year. If offers initial exposure to the Spanish language and culture. Students engage in conversations and projects as they learn the basics of conversational vocabulary as well as simple grammar topics.

Spanish I (High School)High School Credit Course: 2 SemestersState Course Code: French, 06121A000 & Spanish, 06101A000In this beginning class we focus on language that can be used daily in the students’ academic and personal lives. Some of the topics we will explore are: greetings, friends, school classes, sports, food and family. Basic grammar is taught such as conjugating verbs in present tense and agreeing nouns & adjective, and future tense. We will also be comparing our own culture with Spanish-speaking cultures as well as engaging in a number of hands-on activities to make learning a second language a unique experience. The textbook, Realedades is utilized as a guide to a curriculum that is heavily supplemented with various materials that help support students as they memorize vocabulary, comprehend grammar, and more importantly, acquire the language needed in order to communicate.

Spanish II (High School)High School Credit Course: 2 SemestersState Course Code: French, 06122A000 & Spanish, 06102A000In this intermediate class we focus on topics that begin to take in the greater world around the students. We will be working on more advanced grammar, expanding upon vocabulary, and making an effort to become more comfortable with the language. We concentrate on a combination of topics, ranging from the personal to more abstract concepts, including food, clothing, health, and travel. Grammar topics include more complex concepts such as the past tense and object pronouns. We spend a lot of time listening and speaking in class since the accents can be a challenge! Lastly, we continue to discover various aspects of Spanish-speaking countries around the world. As in the first levels of the foreign language classes, students utilize the textbook Realedades as a guide to a curriculum that is heavily supplemented with various materials that help support students as they memorize vocabulary, comprehend grammar, and more importantly, acquire the language in order to communicate.

Spanish (III+) (High School)High School Credit Course: 2 SemestersState Course Code: French, 06123A000 & Spanish, 06103A000In this advanced class we build upon the students’ previous knowledge of their Spanish language study and begin using higher level thinking skills with the language and culture. Using textbooks, authentic materials, abbreviated novels (readers), and more complicated coursework, students are able to learn the language with more depth and develop their speaking, writing, listening and reading skills. These upper-level courses prepare students for possible future study of Spanish at a college or 4-year University.

Philosophy Our experience has proven that, in the classroom, it is important that the teacher facilitates learning rather than imposes it. We believe that our role is to give guidance and to present the information in an interesting way, while encouraging students to have fun and do their best. In our classes we aim to get to know each student and their needs so that we can provide an adequate learning environment for him or her. We use communicative, student-centered methods that involve each child in the learning process and strive to provide a real-world context for the material we study, so that the students can use the language outside of the classroom as well. For us, student success is seen not only when they use the language and understand the cultures we have studied, but also when they have acquired the skills they need to be a successful language (and world) student.


Physical Education Program

Physical Education Teacher: Frank Burns, MSI began my career at the Orthogenic School in 2004 with the mission of developing and building the school’s first physical education program. I evolved from an adapted physical education career working with physically challenged athletes in Paralympic sports. I coached the USA Paralympics Men’s Basketball Team in 1988 in Seoul (Gold Medal) and in 2000 in Sydney (Bronze Medal). I worked for the United States Information Agency and developed programs to win the hearts and minds of the people in both El Salvador and Bahrain. From 1985-1997, I developed and built the Olympic and

Paralympic Training Center in Birmingham, Alabama. The $65 million state-of-the art athletic complex is the largest Paralympic training facility in the world. Prior to embarking on my career at the O-School, I served as Executive Director of National Wheel-chair Basketball Association. I have also been a USPTA certified tennis professional for the past 35 years. I have a passion for staying contemporary in providing health, fitness, wellness, and exercise programs for our students. Our motto is Fun…Fitness…Movement, and our focus is to teach all students the joy of learning exercise and fitness concepts.

Education. BA in Speech Education and Journalism, University of Wisconsin-WhitewaterMS in Health Physical Education and Recreation, University of KentuckySpecial Education Teaching Certification, Northeastern Illinois University

Physical Education Assistant: Alyssa OnanThis is my second year as the PE teaching assistant and I am excited to be back in the gym working with the students! I received my B.A. in psychology from Lawrence University in Appleton, Wisconsin where I was also a member of the varsity soccer team. I played competitive soccer through college and continue to play in adult leagues today. Additionally, I enjoy long-distance running, volleyball, and basketball. I have also had the opportunity to coach soccer players of all ages. Through my experience as both a player and a coach, I have seen the positive benefits that exercise can have on both the mind and the body. I am excited to have the opportunity to share the fun of physical activity with the students at the O’School.

29

MISSIONPhysical education is a necessity for the health and well being of every student. As a unique and essential part of the total academic program, physical education can significantly enhance all aspects of development including health, fitness, movement knowledge, academic performance, goal setting, self-esteem, stress management, and social skills. Research clearly demonstrates that daily exercise, from childhood throughout life, is a primary factor in maintaining health and enriching the quality of life.

Elementary & Middle School

The focus of elementary physical education is the introduction and exploration of physical education skills and concepts. As an important part of the elementary academic program that contributes to the school’s overall goals, physical education emphasizes the total development of the child including:

• Physical Development• Motor Skill Development• Cognitive development• Social Development• Emotional Development

We believe that it is critical at the elementary level that students be guided through a series of developmentally appropriate experiences and activities that promote a desire to engage in physical activities, promote a sense of self worth, encourage cooperation and self control and lead to choices the promote healthy living. Suchexperiences include the following introductory activities:

• Soccer (running, kicking, drills, team development)• Basketball (dribbling, passing, shooting drills, team development)• Lacrosse (throwing, catching)• Baseball/Softball (throwing, catching, hitting, running)• Fitness (obstacle courses, running games, exercise and stretching games)

High School:High School Credit Course: 2 SemestersState Course Code: 08001A000

The focus of high school physical education is to promote healthy living and knowledge of lifetime activities. “Lifetime Activities” and “Healthy Living” is a foundation for the high school physical education program. At this level the student will learn to design his/her lifetime health and fitness plan as well as participate in team and individual sport and fitness activities including:

• Lacrosse• Soccer• Baseball/Softball• Tennis• Floor Hockey• Basketball

Fitness Concepts:• Rhythm and Movement• Cardio Activities• Functional Fitness Training• Fundamentals of Exercise


The ProfessorsSpecial Education Teacher: Maria Photopulos, MS Ed

Teaching Assistant: Sarah SinsheimerI am an avid gardner and possess a wide range of eclectic interest. I hold a BFA in Musical Theater Performance, studied at the London Language and Drama School, hold a minor in Cultural Anthropology, and am pursuing a Masters of Special Education with an endorsment in Middle School Drama. With this in mind, I find it no surprise that I ended up the TA in the Professors classroom! Whether I am assisting with a variety of science classes, music classes, or teaching Urban Farming, I love that the O School offers our students such a wide range of opportunities.

I started work at the Orthogenic School in the summer of 2010. I teach science and music -- two fields that have more commonalities than one might think. I hold a BA from DePaul University and an MS in Special Education from Dominican University. Prior to the Orthogenic School, I was a teaching assistant in variety of settings. In college, I volunteered at the Arts of Life, a non-for-profit art and music studio that provides a workspace for artists with developmental disabilities. I composed a literary criticsm essay that was published in the Harper Anthology and have pursued musical endeavors that had me playing venues from Orchestra Hall to the Empty Bottle. All of the aforementioned experiences speak to the relational work done here, though our personalities tend to have more influence than our credencials. My motto is: an engaged student is a content student.

Science ProgramThe Orthogenic School Science Program is predicated on these philosophies:

1. Conceptualization is important. Sure, you can balance an equation, but what does that really mean? We pride ourselves on a comprehensive understanding of the fundamentals.

2. An engaged student is a content student. Lab activities, gardening, art integration, project management and healthy discussion can all serve as important therapeutic experiences within the milieu.

3. Real life connections are the basis of learning. We are not afraid to answer the age old question, “when am I going to use this?” Students have an opportunity to connect scientific concepts to social, personal, cultural and political experiences.

4. We are not in a bubble. We strive to create sophisticated experiences on par with the most competitive schools in the nation, but with a pace and support that to appeals to students here.

The physical learning environments in the science program include: a classroom equipped with interactive technology, a brand new and sophisticated laboratory, and a community garden. We designed the layout of the classrooms to accommodate students individually, in small groups and classroom-wide.

Science is an ever-changing field; students are encouraged to ask good questions and always be thorough.

31

Chemistry

Chemistry is the study of matter and energy and the interactions between them. Throughout the course, students perform experiments, observe and report on demonstrations, learn to define chemistry as a part of every day life, and become well acquainted with the periodic table. Students harness the basic chemistry concepts including subatomic properties, chemical reactions, interpreting and balancing chemicals in written representation, chemical nomenclature and conceptualization of matter in different states. Students also learn historical and geographical information that pertains to the development of Chemistry as a science. Problem solving and critical thinking are utilized to gain an understanding of the material being presented. Lectures are presented with a multi-media approach that includes auditory and visual examples and demonstrations. Student effort as reflected in daily participation and completion of assignments is important for success in this course.


In Urban Farming the students are given a unique and diverse experience. As part of the Student Work program students in this course are employed to maintain our school garden. Because of the workplace nature of Urban Farming, students not only learn the biolagy of garden plants, garden maintencence and aspects of agriculture, they are also gaining valuable vocational experience. Students in this course practice employable skills and are provided the opportunity to put their lessons into practice.

Urban FarmingHigh School Credit Course: 2 SemestersState Course Code: 18098A000, 18051A000, 18052A000

Environmental Science

In Envrionmental Science, students explore biodiversity and the dynamics of different ecosystems on our planet. The cornerstone of this course rests on a simple philosophy: “if you change one thing, you change everything.” Students learn how the environment affects humans and vice versa, relate current events to core environmental concepts, and create and present several written, artistic and multi-media projects. Additionally, students participate in labs and lab demonstrations, which involve testing elements of the Chicago environment & Orhtogenic School ecosystem. Problem solving and critical thinking are utilized to gain an understanding of the material being presented. Student effort as reflected in daily participation and completion of assignments is important for success in this course.


Biology

Biology is the study of life. It serves as a fundamental building block for all other sciences. More than this, an understanding of biology can teach us about nature, history, health, and what exactly makes us human. During a typical unit, students have experiences in a wide variety of activities including laboratory work, creative writing, art activities, discussions, note taking, projects and teamwork. Students also learn historical and geographical information that pertains to the development of Biology as a science. Lectures are presented with a multi-media approach that includes auditory and visual examples and demonstrations.

Problem solving and critical thinking are utilized to gain an understanding of the material being presented. Student effort as reflected in daily participation and completion of assignments is important for success in this course.



Elective Classes & Credits

Music AppreciationHigh School Credit Course: 2 SemestersState Course Code: 05118A000, 05116A000, 05117A000

Maestro Jose Abreu says, “Music is immensely important in the awakening of sensibility, in the forging of values and in the training of youngsters to teach others.” This course encourages students to be better listeners through the understanding of basic theory elements, recognizing instruments, studying hallmarks of different genres, learning how to conduct, and studying composers and producers. Students will explore both Western and Non-Western elements of music. They will also be a part of several very special workshops that will include guests from the Chicago Symphony and other major players in the Chicago music scene. After this course students will be able to critically analyze a piece of music, gain cultural awareness and cultivate a sense of obligation to the music as an integral part of life.

Problem solving and critical thinking are utilized to gain an understanding of the material being presented. Student effort as reflected in daily participation and completion of assignments is important for success in this course.

Thursday 3:15-4:00Looking for a place to write where you can share ideas and get input from others? Need a place to journal, to start that new short story or pen that masterpiece novel? Or, maybe you need a place to get help on a paper for a class. Either way, The Rhetoricians is where to be on Thursday afternoons. Sign up to attend every week and be a part of a society of writers, or sign up as needed for help in a class. Come prepared to write, respond, and get feedback.

Writer’s Society with Michelle P. & Geoff

High School Math SupportThursday 3:15-4:00If you’re having difficulty with your math assignment and need a bit of extra help, this is a place you can come. Also, if you feel that there’s a skill that you ought to know, or have forgotten, this is the place for you.

Afterschool Academic Supports

33

Wednesday 12:45-1:30pmAdvisor: Ellie Badesch & Joseph QuinonesFirst of all Student Council is AWESOME! We had a productive and exciting term last year. If you are interested in working to build a better Orthogenic School and to keep the voice of the student alive in all decisions made at the school, then this is the group for you! Help the student body be heard by all. Represent your classmates. Elections will be held end of September.

Student Council (STUCO)

Extracurricular Opportunities

Wednesday Mornings, 8-8:45amStudents must be 7th grade or olderGroup Leaders: Dana Bellich & Phillip UreseyStudent Leadership engages in a variety of activities and volunteer opportunities, both at The Sonia Shankman Orthogenic School and in the greater Chicago community. Activities will vary and will allow for students to develop their leadership, interpersonal, and organizational skills. The students in the group will be expected to participate in all meetings and events. Additionally, students will share the responsibility of preparing and planning all events and activities and are expected to be respectful at all times.

Students must complete an application at the start of the academic year in order to be a part of the Student Leadership Group.

Student Leadership

Student Work Program (SWP)Advisors: Ellie Badesch & Michelle ZarrilliThe SWP provides up to two thirds of our students with the opporutnity to have a job, make money and develop a positive and strong work ethic. There are two interview and evaluation sessions scheduled this year. For more information about the program, please refer to the SWP guide on oschool.org or ask your teachers/counselors for a copy.

Food Council (FoodCo)2015-2016 Advisers: Leo H, Ellie B, Cindy Lys, Alyssa OFood Co, launched in the 2014-2015 school year, provides students with the opportunity to give input into issues related food and meals at the O-School. 8 Base Class Representatives work with Leo (Kitchen Manager - Quest) and the other advisers to provide ideas and input to Quest, and develop/implement food-based initiatives. Recent initiatives (from the 2014-2015 school year) included: a Breakfast Food Survey, Thank You T-Shirts for Quest Staff (in partnership with Infectious Tees), and a Summer Fun Food Fest (a “Taste of Woodlawn/Hyde Park” event). Yummy!


Supportive Services

Andrew Edmunds, MA - Crisis Intervention Leader

Phillip Uresey, MAHigh School Teaching Assistant

This is my ninth year at the Orthogenic School after first working as a one to one and then as a teach-ing assistant. I am currently the high school float teaching assistant. I earned my M.A. from Ohio State University and my B.A. from Eureka College. Previously I was a teacher in the Chicago Public School system for eleven years. It is a joy working at the Orthogenic School building relationships and work-ing with students.

I graduated from Texas State University with a BA in psychology, in 2003. I then earned a MA in Educational Psychol-ogy and Counseling in 2008. I have worked as an individual therapist at Amanecer Psychological Services, as a career counselor at El Paso Community College and as a group therapist at the El Paso Psychiatric Hospital. After reading an article about The Sonia Shankman Orthogenic School at The University of Chicago, I jumped at the opportunity to be a part of a first rate organization. I was offered a float counselor position in 2010 and I relocated to Chicago for the opportunity to develop as a professional. I have been working as a Crisis Intervention Leader at our school for the past two years and I am always impressed by the resiliency and capacity of our students to make meaningful changes in their lives when supported by a caring and committed staff. I truly believe in the comprehensive approach of our organization and endorse the milieu as an effective method of delivering treatment. Every day I see our students grow and develop the skills nec-essary to be successful despite their individual challenges. I am proud of our kids and proud to be part of the Orthogenic School!

When I am not working, I am volunteering at Comer’s Children Hospital, taking my dog, Kane, to the beach or stopping black rubber discs while playing hockey at the home of the Chicago Blackhawks, Johnny’s Icehouse. Let’s go HAWKS!

Morris Wilson, MAOne-to-One Instructional Assistant

I provide direct support to a high school student and a middle school student throughout the school day. My previous educational experiences consist of being a substitute teacher with Chicago Public Schools, an aide to an autistic student, and a 5th/6th grade teacher for the past six years. Prior to becoming an educator, I was a Telecommuications Engineer with Lucent Technologies. I received an A.A.S. Degree in Electronic Engineering Technology from Olive Harvey College, a B.A. from Northeastern Illinois Univer-sity (Social Science) and, a M.A. Degree in teaching from Dominican university. I look forward to supporting our students academi-cally, as well as, helping them with their social-emotional lives, so they can become more confident and accomplished.

Tim Miller, MA - Crisis Intervention LeaderI am proudly one of the crisis intervention leaders at the O school. I earned a master’s degree in education from Chicago State Univer-sity. Prior to joining the staff at the O school, I taught at several CPS and private schools. When I was a bit younger I earned a pretty good living as an entertainer serving as the opening act for many famous performers. After starting a family, I quit the life on the road and opened the OpTimystic productions recording studio. In 1974 I began what became a life-long study of the martial arts. I currently practice Tai chi, and enjoy sharing the concepts of balance and harmony with everyone. I am an avid reader and love to travel. This is my second year at the O school where I specialize in proactively promoting peace and prosperity.

35

Kirsten Mull MA, Speech PathologistI am a licensed speech-language pathologist (SLP/L) entering my fourth year working at the Sonia Shankman Orthogenic School. I earned my B.A. in Pre-Professional Speech-Langauge Pathology from Indiana University and my M.A. in Communicative Sciences and Disorders from Michigan State University. I currently maintian my na-tional credentials with the American Speech-Language and Hearing Association (ASHA) which granted my cer-tificate of clinical competancy (CCC). Prior to my move to Chicago, I worked in the South Carolina and Michigan public school systems as well as a traumatic brain injury rehabilitation center in Michigan. My therapy currently focuses on improving the articulation, fluency, language, and social communication (pragmatic) skills of the O’School students. I look forward to a new year to meet new students and continue to support communication

skill growth with all students.

Academic Program ContactsJerry Martin, Principal [email protected] 773-420-2898Michelle Zarrilli, Academic Coordinator [email protected] 773-420-2887Caitlin Brisbois, Student Services Coordinator [email protected] 773-420-2889Orthogenic School Main Number 773-420-2900Orthogenic School Fax 773-420-2805

Rick Ames LPNHello there, my name is Rick Ames. I graduated from Illinois Wesleyan University in Bloomington, Illinois with my bachelors of science in nursing (BSN) as well as a minor in health and human services management. I started working as a registered nurse at Chicago Children’s Center for Behavioral Health. While I was on the inpatient unit, I enjoyed the opportunity to be able to work closely with the children and adolescents with behavioral health needs. In No-vember 2014, I joined the Orthogenic School nursing staff primarily as the nurse during school hours. I am currently enrolled at the University of Illinois at Chicago to become a Illinois certified school nurse. In 2016, I plan to become a certified school nurse on the national level. During my free time, I enjoy playing sports and being active with my friends. At the Orthogenic School, I have enjoyed developing personal relationships with the students while observ-

ing their progress. If you have any questions at all please do not hesitate to contact myself or the other nurses on staff to assist you. We are here to work with families and students to provide the best care possible to ensure each student has their needs met to excel at the Orthogenic School.

Nursing

I joined the staff at the Sonia Shankman Orthogenic School in November of 2011. I am a Michigan native and graduated from the University of Michigan with a BA in Honors Comparative Literature and Classical Civilizations. I have also earned my MA in Secondary Education since coming to the Orthogenic School. I am excited to work in an administrative role at the Sonia Shankman Orthogenic School as the Student Services Coordinator. I am very grateful to be a part of such a dedicated, compassionate community.

Caitlin Brisbois MA, Student Services Coordinator

Laura Jendusa, Occuptational TherapistI joined the O’School family in May of 2015 as an occupational therapist working with students during the school day. I earned a combined Bachelor of Science and Master of Occupational Therapy degree from Maryville University. I have had the privilege over the past five years to partner and work with children, families and teachers in the field of pediatric mental health. I am grateful to be at the O’school as it is a community that truly nurtures and empowers youth to heal and be agents of change in their lives.

The Sonia Shankman Orthogenic School6245 S. Ingleside Avenue, Chicago IL 60637

phone: 773-420-2900

www.oschool.org

the sonia shankman orthogenic schoolcurriculum guide

Documents