• BHS Learning Strategies Course Syllabus

    Mrs. Katie Gregerson, BHS Room 307B

    kgregerson@bisd303.org (206) 855-0542

     

    Course Description

    Learning Strategies is designed to provide specially designed instruction as described in each student’s Individual Education Plan. In conjunction with the IEP, Learning Strategies provides instruction in self-advocacy, transition to opportunities after high school and effective study strategies such as test taking, note taking, essay construction, communication skills, and organizational strategies. Academic support for core curriculum classes in one of many components of Learning Strategies. This course is not intended however as a replacement for time spent doing homework at home nor is it a tutoring service. The goal of Learning Strategies is to teach students to become responsible, active participants in their educational program.

    Expectations

    Students are expected to come to class prepared and ready to participate. All students should have paper, adequate writing tools, and binders/notebooks with dividers to organize their class work. The high school has  planners available for all students. Each student will be required to maintain their planner or comparable organizational device to track assignments in all classes.

    All those in Learning Strategies are expected to treat others with courtesy, respect, and dignity. Behavior that compromises the learning environment for others will not be tolerated. Please refer to the Student Handbook that is located in the front section of the student planner for further information regarding student behavioral and academic expectations.

    Grading

    Students are responsible for showing up to class on time, maintaining a planner or planner strategy, and using class time effectively. It is expected that students will demonstrate accountability through the completion of assignments and test preparation for their academic classes.

    Grading is based on three areas: management, classwork and professionalism. Classwork focuses on student’s time-management skills, completion of tasks, and use of study/review materials while in class. Professionalism includes arrival to class on-time with necessary class materials as well as recognizing personal academic needs and employing self-advocacy skills. Management skills include personal accountability and maintenance of materials (notebooks, binders, notes, handouts, etc.) for each course.  On-time task completion and submission for grading by the content area teacher for each course is also included in management skills. Grades will be based on the following percentages:

    • Management Skills: 50%  
    • Classwork: 30%
    • Professionalism: 20%

    Restroom Breaks

    Students are expected to take care of personal needs during transition times.  Use of the restroom during class time may be permitted but students must always ask first.  Students should use the restrooms within the 300 building.

    Electronics in the Classroom 

    Cell phones and other electronic devices should remain on silent mode and put away unless permission has been asked and granted by an adult. This includes chromebooks and personal computers that other students may bring to school.  Should someone outside of the classroom need to reach a student, the main office will page, send a note, or call the classroom phone. Texting, social networking, gaming, and other non-educational uses of technology without permission are not allowed. 

    Test-taking

    Test taking can be challenging for some students. Some students need accommodations to help them adequately demonstrate their knowledge on tests.  

    • Tests will be taken on the scheduled test date
    • Students may take tests in the Learning Strategies classroom with prior arrangements and if designated on their IEP.  
    • Some students also need additional time when taking tests. The general guideline supported by the College Board that oversees SAT and AP testing is 50% more time. In rare instances, students with compelling need, may be granted 100% more time.
    • If a student feels that he or she will not be able to complete a test in a single class period, arrangements must be made prior to the test day.  Tests must be completed in a single day and all tests will be returned to the general education teacher at the end of the school day. 
    • While general education teachers have copies of IEPs, they may not always remember each students’ individual accommodations.  Students should practice respectful self advocacy before the day of the test to make arrangements for accommodations that may impact the location or duration of their test.  

    Additional Assistance

    There are several resources available to students who need additional assistance.  The first place to start would be to schedule a time with general education teachers before or after school to have specific questions answered.  Learning Strategies teachers are available before or after school unless scheduled for meetings. The BHS library is open before and after school and there are also tutoring opportunities at no cost provided by National Honor Society students and Bainbridge Youth Services.