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Rekindling Hopes and Dreams Program Desciption
Public schools teach academics, at grade level or higher, through a traditional approach that prepares the student for higher learning. Unfortunately, traditional academic approaches have proven unsuccessful with the Mentally Retarded (MR) population. Because of this, special education classes were developed to address student’s needs on an individual basis. What has been proven to be successful for this population, through years of research by ARC and countless others, are programs that directly teach the skills needed to be independent, and incorporate academics in a functional format. To maximize success these experiences need to be hands on, and taught in real life settings. My program is based on the current recommendations made by ARC. Students in my program are given intense training in the skills that will help them be among the 3% of MR people that are employed full time, and enjoy a high quality of life. Students are mainstreamed for PE, electives, and occasionally for regular education classes. By developing positive relationships with administrators, teachers, staff, and students, the SRMS community welcomes my students into their lives. To ensure success and meaning in regular education classes, modified written assignments and presentations are developed for my students through collaboration between the regular education classroom teachers and myself. The following pages contain a brief description of the many skills taught in my program. Because the program is functional, most areas bleed into each other, thus maximizing learning. To fully cover the spectrum of what I teach, in detail, would require a book of several hundred pages. Thus, I offer this as a humble window into my program. Curriculum Components
* Note: Use the
key below for skills covered in curriculum sections that follow:
7:45am - The students come into the classroom and set up to sell bagels and muffins to students and staff in our hall (1,4,5,6,9,10). 8:00am - The students turn in their homework - a functional survival word curriculum that focuses on 10 different words each week in a repetitive format, which incorporates reading, math, and writing assignments (1,2,3,4,5,6). The students sign up on the board for breakfast or begin to make bagels if they choose not to eat. The menu is set for each day. Monday is pancakes, Tuesday is French toast, Wednesday is waffles, Thursday is cereal and toast, and Friday is eggs, bacon, and toast. The students are assigned a job and must complete it successfully to eat breakfast. Jobs Cooking the breakfast - The students are assigned a job and they must gather ingredients, measuring devices, and follow detailed recipes for each meal (1,2,4,5,6,9,10). Eating Breakfast - The students eat together at a large table and must use proper manners for eating (6,8,9). Cleaning up after breakfast - The students are assigned jobs and are responsible for cleaning all utensils, and appliances, and must read the signs on the cabinets, so that everything is put back in it's proper place (1,2,3,4,5,6,9,10). Inventory - The students
are responsible to notify staff when items are in need of restocking or
expired, and have to write it on the shopping list, located on the board
(1,2,3,4,5,6,9,10). This is a student run business that sells homemade bagels and muffins to the students, staff, and over 40 businesses that surround SRMS. This curriculum operates between 7:45-11:15am, and from 1:00-1:15pm. This requires precise planning, teamwork, and social skills, by the students to make it work successfully. It gives students authentic experiences in running a business, exposure to a variety of occupations, positive exposure to regular education students, and the satisfaction in knowing that their product is in great demand by fellow students, and adults at SRMS and in the community. Regular education students, and staff, are constantly coming into our room to inquire when the bagels will be ready, purchase a bagel, say hello, or to help. This constant interaction with the SRMS community makes my students feel safe, needed, and a part of the campus. This relationship aids my students when they are out on their own during passing periods, break, lunch, and electives. Bagel production begins at 1:00pm with the students setting up for the next morning. They must read a check sheet and mark off each item as they place it out in set places in the kitchen area (1,2,3,4,5,6,9,10). The following morning bagel production begins at 7:45am with students putting on clean aprons. They are responsible for it being clean. If it is dirty they must wash and dry it before they can work (1,4,5,6,). Students follow written recipes that require precise measurement of ingredients, timing the kneading and rise of the dough, shaping the bagels, and timing the boil and bake cycles (1,2,4,5,6,9,10). Bagel orders are filled and routes that cover SRMS and the downtown area are set up. Students take orders over the phone and in person. They write them onto a delivery ticket. They are then placed on an order board that covers Monday - Friday (1,2,3,4,5,6,7,9,10). Students go into several classrooms a day to sell bagels. They also put bagels in the office and set up a booth outside the classroom during the morning hours. They are responsible for positive customer interaction and problem solving when situations arise (1,4,5,6,9,10). Many orders are standing orders and orders placed earlier in the week. The students are responsible for checking the order board each morning to determine how many of each bagel variety are needed (1,2,3,4,6,7,9,10). Students must deliver bagels on precise time schedules to rooms on campus and businesses off campus. They must present themselves appropriately in verbal exchanges, attire, etiquette, and grooming. They must exhibit safe conduct when off campus (4,5,6,7,8,9,10). Students must identify streets as they deliver bagels and know general directions for getting to and from downtown (4,5,6,7). Students are responsible for keeping inventory and when items run-out or expire, they put them on our shopping list (1,2,3,4,6,7). Students count the
money earned each day (1) This program serves the entire SRMS campus. Students create recycling boxes that are placed in every room on campus. Paper, newspaper, cardboard, cans, and bottles, are picked up 1-2 times a week. To recycle the entire
school takes approximately 1 period. Recycled materials are placed in
dumpsters that they are responsible for maintaining. Students learn the
layout of the school, establish relationships with school staff, learn
teamwork, job skills, and help keep the planet clean (1,2,4,5,6,7,9,10). We shop at Safeway, and the Grocery Outlet 2-5 times a week. Classroom activities reinforce success in this area through units on food/nutrition, coupon reading, writing shopping lists, and learning how to identify best prices and expiration dates (1,2,3,4,6). Students write a shopping list and take it to the store. They have to determine which items to buy first and last. Frozen items are picked last, fragile items are put on top, cleaning items are not to come in contact with food, etc. (2,3,4,6). Students must walk/ride
bus in a safe manner. Students are taught several bus routes from the Santa Rosa City bus schedule. They must determine which bus route to take, and departure/return times. All exercises in this domain connect to an actual bus ride (1,2,4,6,7). Students are taught how to walk safely to bus stops. They must stop, look, and listen, before crossing a street. They have to determine which cross walk button to push when crossing streets with traffic lights (1,5,6,7). When waiting for the bus, students are taught appropriate behavior such as standing/sitting quietly, staying out of the street, allowing seniors and physically disabled people to have the seats at the bus stop, staying out of the way of pedestrians passing and allowing riders to get off the bus before getting on. They are also learn about sitting as close to the driver as possible when on the bus, giving up their seat for seniors and handicapped people, learning how to ask for drop off information, pulling the stop cord, talking quietly, and staying in their seats until the bus stops. They also say hello and thank you to the driver upon boarding and departing the bus (5,6,7,9). Students are instructed
in how to pay and ask for a transfer (1,5,6,7,9). Bagel Central, worksites at FISH and Helping Heart Thrift store, working in the school cafeteria, recycling the school, shopping, riding the bus, community excursions, and daily meal preparation, are all components of this curriculum. The relationship between FISH, Helping Heart and my class came about due to the volunteer component of both organizations. Because both operate with volunteers, they were excited to serve as job sites for my students. FISH (Friends In Service) is a group of volunteers who operate a food cupboard where people can receive free emergency food, once a month, no questions asked. It serves people from Santa Rosa and its surrounding areas. People are referred to FISH by churches, synagogues, the Redwood Empire Food Bank, social services, the police, and ordinary people who care. They serve over 50,000 adults, seniors, and children each year. FISH is supported through donations of food, money, and volunteers from 18 churches, 2 synagogues, many local businesses, and individuals. The students work all aspects of the business. They sort food, unload deliveries, hand food out, and answer the phone. The volunteers range in age between 75-95 years old. None speak Spanish. Spanish speaking students translate and take phone orders when clients only speak Spanish. This service is invaluable to FISH. Another service they provide is helping the volunteers lift and carry boxes and bags of food. Many volunteers are not able to do this anymore and would not be able to continue working if it were not for the students being there. The volunteers in turn, provide a warm nurturing environment for the students, which for many, is lacking in their lives. Helping Heart Thrift Store is run in conjunction with the V.N.A. (Visiting Nurse Association). Helping Heart is one of four stores in Sonoma County benefiting V.N.A. and Hospice Foundation. The thrift stores main goal is to raise money to provide care for their Sonoma County Hospice and home care patients. The donated items are sold at reasonable prices so that all people can afford to buy clothing, household items, and furniture. Because the stores are run almost entirely by volunteers, the majority of money raised goes directly to patient care. The volunteering program allows people of all ages and abilities to be involved and make a difference. For the Santa Rosa Middle School students the store becomes a training ground where they learn job skills and earn work experience. They work at all phases of the business. They sort clothes, price merchandise, help run the cash register, clean, and organize the store. Their services have become a valued part of the store's infrastructure. Students who prove themselves to be good workers, are often eligible for summer employment at the store. They are paid minimum wage, and earn over $1,000.00. Training begins in the classroom, where students are taught the skills needed to be successful at a worksite. Proper behavior, social skills, and responsibility are taught in the classroom. When students meet this criteria in the classroom, they are then eligible to recycle the school. When success is achieved here, students go shopping, riding the bus, selling bagels off campus, and attend community outings. Students that show high levels of job readiness skills and positive social and behavioral traits, become eligible to work in the cafeteria and the two worksites. Donna, the manager of the cafeteria is a wonderful mentor for my students. She is dependent on my students to help with the preparation and cleanup of break and lunch. They work all phases of the kitchen including cleaning, stocking, and cooking. Students take this
job very seriously, and will often decline to go off campus on pleasure
activities with our class, because they don't want to miss work. This
jobsite is a great training ground, and often becomes students driving
force for coming to school. Students who are 14 years of age earn approximately
$100.00 a month. Students regularly participate in educational games that increase their knowledge in areas of current events, local geography, reading, writing, math, safety, independent living, and social skills. The Money Game They have to identify the coin and when they reach $1.00, they cash it in for a $1.00 bill. This game is timed and the winner from each group plays in a championship round. Students help their teammates in the final round, thus involving all in the activity. Top Dog What Time Is It? Sight Word Bingo, Counting Coins Bingo, Survival Sign Bingo, Telling Time Bingo All of these games are used to reinforce mastery in each area. Puzzles The puzzle is then ready for students to put together picture side down. Most students never have completed a 100 piece puzzle on their own. The joy they feel when they finish it, and it is turned over, is extremely rewarding to them. Their abilities to count and spell increase significantly from this activity. Brain Buster Quiz
Show Students are taught
how a bank works, to fill out authentic deposit/withdrawal slips, and
have a class bank account. Because Bagel Central generates money, the
profits are divided among the students. Students are paid between $0.00
and $15.00 a week, depending on their performance in academic, behavioral,
and social domains. Students are taught how to budget their money, and
plan for long and short-term purchases. This area, coupled with employment, are crucial components for achieving a meaningful life. Mentally retarded people often are severely deficient in this area. Due to their disability, students are often isolated from their peers after school, during weekends, and school vacations. To increase success in this area, our class does weekly outings into the community for recreation and social development. Outings include movies, eating in restaurants, shopping at the mall, museums, the public library, Scandia, trips to parks, games, parties, and cookouts. These events offer students the chance to develop extra curricular interests and establish interpersonal relationships with their peers. Students regularly
read from over 300 books in the classroom that are devoted to recreational
reading. A Sony Play Station, (bought with student approval) is used on
Friday's. There are also over 50 board/card games to choose from in the
classroom. This is a self-paced
program that teaches the alphabet, their name, and word/sentence/paragraph
formation in cursive. These self-paced units
are in each students folders and they work on them at various times throughout
the day. Words/ phrases and money concepts, needed to navigate in our
culture are covered through reading, writing, and problem solving activities. These two areas are a major focus throughout the day. Everything we do in the class includes a component of these domains. Examples include:
Budgeting, banking,
estimating and rounding money are also taught. Students are constantly
put into situations that require these skills. Teaching is done at each
students individual level, and is done in real life settings. Students
learn to use calculators (addition, subtraction, and multiplication),
watches, timers, measurement devices, and clocks, in real life settings.
Worksheets are done independently in the classroom and at home to reinforce
these concepts. Students maintain a class calendar, change the date on the board daily, fill out shopping lists several times a week, fill out orders for the bagel business, work independently in class on several functional writing units, fill out simple applications, write simple directions and recipes, make sentences out of magnetic words on the board, fill out school forms, and write their name address, and phone numbers. The recreational component
includes class written poems, notes to friends and family, birthday cards,
and reports on areas of interest. This area includes instruction in areas such as, crossing the street, kitchen safety, hygiene, avoiding strangers, saying no to uncomfortable situations, discussing what is sexually appropriate, making wise choices with peers, and getting around the community safely. Students are taught
what to do when feeling threatened, and who to report incidents to. These
skills are taught in the classroom and out in the community. Students
are constantly encouraged to express themselves when they feel afraid,
upset, unsure, or confused. Students are instructed in the following areas: name; address; phone number; downtown street names; downtown store locations/names and what they sell; points of the compass and how they relate to north, south, east, and west locations (S.F., ocean, Sonoma, Windsor, highways, etc.); the cities surrounding Santa Rosa; and bus routes. Each trip off campus contains these components.
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