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-Jan
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> slide to unlock

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The Lifespan of
Special Ed

Maslows Hierarchy
of Needs

Communicative
Intent

BASICS 2
Curriculum

Prompt Levels

Applied Behavior
Analysis

Function of
Behavior

Other Behavior
Goodies

Intellectual
Disabilities

Autism

Williams Syndrome

Epilepsy

Fetal Alcohol
Syndrome

Asthma

Block Schedule

Mainstream
Strategy

10 11 12 13
ADHD

14 15 16 18
Cerebral Palsy

19 25 26 28
Guideposts for
Success

Royal Oak Contacts

29 33 35 36
Electives

Break/Lunch
Strategy

General Education
Curriculum

Community Based
Instruction

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The Lifespan of Special Education

Early Intervention: Premature birth, complications
during pregnancy, and delayed milestones are how
a child communicates that he will need special help
throughout life. As soon as a doctor diagnoses the
child, a regional center provides services to help with
speech, behavior, physical therapy, and
occupational therapy.
Preschool: Teaching by playing is key here.
Elementary: Address behaviors. Learn to be a
student. Basic reading/writing/math. Explore self.
Middle school: Develop social skills. Maintain
confidence and self esteem. Develop friendships.
Improve skills.
High school: Begin to create a path for transition.
Develop scope for a career path. Maintain skills.
Transition: Vocational assessments, work
experiences. Maintain skills.
Independent Living: Right now, almost 300,000
individuals with disabilities are in jail or homeless.
The education system must teach students how to
behave and how to lead a fulfilling life. This must
change. It is in the hands of educators.
See supportive public housing.

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Maslows Hierarchy of Needs
Self Actualization

Esteem
Love/belonging
Safety
Physiological
Meeting the needs listed above are the key to helping
children become helpful, happy productive members of
society. If he cannot breath, he will not want to read. If he
has proprioceptive dysfunction, and does not feel safe in
his body, he will not sit and work. If he has no friends, he
will not follow directions at recess. If he does not
experience pride and accomplishment, he will not take
risks in the classroom. If he does not feel like he is truly
contributing to his community, he will not work to make the
community a better place.
Preventative care: meet these needs to avoid
undesireable behaviors.

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Communicative Intent

Communicative intent is a students interest in communicating with others. He may have good communicative intent, but limited communication.
This means staff must use Maslows Hierarchy of
Needs to survey the child and better understand what
the child needs to continue with instruction.
Developmental Milestones

7 mo-1 year: Babbles, immitates, a few words

1-2 years: Follows simple commands, 2 word
phrases, acquires new words regularly
2-3 years: Word for almost everything, 2-3 word
phrases, names objects to ask for them
3-4 years: Answers simple who, what, where, talks
about activities, 4 word phrases
4-5 years: On topic, listen to story, answer question

Tips for communicating:

Simplify vocabulary: Instead of locate, say touch.

Shorten the length of the sentence: Messages
should be positive, direct and uncluttered. Desk
please.
Show your meaning in gestures: Model. Walk the
child to the playground, hand him a ball.

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BASICS 2 Curriculum Framework

The BASICS 2 Curriculum Framework is a framework
that helps to structure the instruction for students in
need of a functional life skills curriculum.
Functional Academics: Basic reading, writing, and
math skills. Recipes, community signs, expressive
vocabulary, money, comparing/sorting, describing
Domestic Domain: Skills needed to help himself.
Hygiene, self care, eating appropriately, cleaning
Community Domain: Skills needed to access the
community. Table manners, personal space, self advocacy, transportation, relationships, dating
Vocational Domain: Skills needed to get and maintain a job. Following directions, completing a task,
self control, classroom jobs, chain of command
Recreation and Leisure Domain: Skills needed to
interact with others casually. Appropriate behavior,
hands to self, appropriate conversations, contributing
to a game, taking an appropriate break, friendship
All areas of the students day require instruction and
support; especially eating, hygiene and free time.
Students who do not receive adequate instruction in
all five domains will not learn the appropriate way to
interact with others and will not be allowed to participate in local community activities. These students
will not lead happy productive lives and may end up
institutionalized.

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Prompt Levels

Because our students are not receiving instruction in

California State Standards, they are not graded with
the letters A, B, C, D, or F.
We assess our students based upon how independently he/she can perform a task. It does not matter if
the child can add, subtract and multiply with constant
teacher suport. What truly matters is if he can add together items, independently. We must foster skills for
independent living and smooth integration into local
communities.

Level 5 (Independent): Student consistently self

initiates across people and settings.
Level 4 (Rehearsal): No physical contact to complete
the task. Will complete task under supervision from an
adult in at least two settings.
Level 3 (Application): Student will perform task in
one setting, with adult support, with one of the following supports: verbal, gestural, modeling.
Level 2 (Emerging): Instructionally ready, but is
inconsistent in task completion. Student requires repeated directions.
Level 1 (Redirection): Skill has been introduced, but
student requires direct teacher intervention due to
behaviors.
Level 0 (Dependent): Skill has been introduced, but
student is not making progress even with continuous
support.

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Applied Behavior Analysis

When a strange, abnormal, or non-preferred

behavior occurs, it is a typical response to think,
what is wrong with that child?
Shift thinking from fixing the child, to adjusting what
you are doing to meet his needs. Spend a few days
taking the ABC data before you jump to conclusions
about how bad a child really is.
Antecedent: What happens right before the behavior? This cannot be assumed. Look at the environment, retrace the childs steps. Ask yourself who,
what, where, and when.
Behavior: What is the behavior? Describe what
the behavior looks like, not what you think it is. It
is not a tantrum. It is dropping body to the ground, hitting ground with closed fist, screaming me, no all
done and go away.
Consequence: What happens right after the behavior? Does he release energy? Sensory feedback? Does he escape work? Does he escape a
crowd of people? Does he gain attention?

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Function of Behavior

All crazy behavior communicates a need. Mom snaps

and yells at her kids because she is tired and needs
sleep. Kid hits the aide because his van is late and
he has anxiety he needs to be reassured he will be
safe and go home soon. This gets back to Maslows
Hierarchy of Needs!
After you consider Maslows Hierarchy of Needs, take
the ABC data, look at the environmental factors and
changes, you are ready to find the why.
Most common practice in Applied Behavior Analysis
is to survery these four needs:
Sensory: His body is out of balance and needs
more input of output to feel safe.
Escape: The task is too hard, innappropriate, the
room is too loud, the people are mean, and the
child wants to get away.
Access: He needs something to feel safe and
secure, he wants a a person or an object to help
him feel better. He wants to go to a favorite place
on the playground, or be with a favorite person.
Tangiable: He is motivated by wanting a toy, food,
a ball, a gift.
SEAT functional analysis is great! But honestly... it
comes down to physiological, safety, love/belonging, esteem, and self actualization. Meet those
needs and you will have happy, well behaved kids.

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Other Behavior Goodies

Developmental age: Are you aware of the developmental age

of the child? Are you providing curriculum and instruction that
is appropriate to the developmental age of the child? Are you
providing access to phsycial age appropeiate experiences?
Peer mentoring: Being around compassionate, patient, loving,
and selfless general education peers will fix behaviors faster
than any behavior support plan.
Social stories: Often times anxiety triggers a mixed up brain
and students become terrified of changes, new places, new
people, etc... A social story helps them to learn the new routine,
and learn that the new routine is safe. Its almost like when you
say something over and over and over again, and it makes you
feel better. These can be on paper or through video.
Visual schedule: If students are not aware of what to expect,
they may not be willing to follow directions. A visual schedule
acts as a contract, communicating the expectations to the child
and encouraging participation.
Premack principal: First you work, then you get a reward. Its a
contract. But dont forget to keep your end of the deal.
Proximal support: Sometimes just being close to the teacher
helps a child to perform more appropriately. Just like you teach
better when your principal is in the room with you.
Sensory breaks: There are five senses, and some kiddos cannot regulate all five at the same pace as you and I. They need to
leave the room, go for a walk, calm down and refocus.
Two positive choices: People are more willing to participate
in a program if they are given options, as opposed to being
dictated what to do.
Happy face chart: Help children to monitor their own behavior.
Treasure box: Bribe em with goodies. That instrinsic motivation
will come eventually. But for now, being motivated by access to
a sticker or a small Mc. Donalds toy will have to do.

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ADHD

Students with ADHD have decreased blood flow and

electrical activity in the frontal lobe (executive function).
Her brain is anatomically differently than her peers. Her
neurotransmitters dont transfer messages from one side
of the brain to another as efficiently as others. When you
start to feel frustrated, remember, she wants to succeed
just as much as any other kid. She wants to feel loved and
make you proud. You have to help her to achieve this.
Promote effective completion of assignments
Define goals clearly and provide concrete examples
Offer a rationale for completing the assignment
Provide clear, concise, step-by-step directions
Have students first review the assignment
List all materials needed
Explain how assignments will be evaluated
Provide structure for on-task behavior
Assign a classmate to help students stay on task
Tailor pace of instruction to students needs
Arrange more frequent, yet shorter, study periods
Support self management skills
Have students evaluate their own work, helping to correct their mistakes
Teach and have students practice study skills, such as
skimming, previewing and highlighting
Teach techniques such as learning strategies and
content organizers
Teach self regulation strategies
Utilize effective teaching techniques
Use methods that reflect the students cultural sty
Monitor student learning and modify or supplement
instruction if students appear to be struggling

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Intellectual Disabilities

A person with an intellectual disability may have difficulty learning and managing daily living skills. This is
due to impaired cognitive (thought-related) processing before the age of 18 years, resulting in an IQ
below 70. However, everyone is unique. How a
person functions in their daily life depends on many
factors, not just their IQ level.
Learn/process more slowly
Difficulty with abstract concepts
They will be able to
Contribute to their family and friends lives
Work with some level of support
Enjoy a range of activities
Make choices and understand daily schedules
Develop independence in personal care
When communicating
Make sure you have his attention
Start by assuming he understands, then adjust
level of communication according to his response
Use visual information and model with gestures
Dont rush
Provide choices
Remember: people with intellectual disabilties have
the same range of desires, emotions, and dreams as
any one else. They just need extra support and loving
people to get there.

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Autism Specrum Disorders

ASDs are developmental disabilities that cause impairments in social interaction and communication and the
presence of unusual behaviors and interests. Many people
with ASDs also have unusual ways of learning, paying
attention, and reacting to different sensations.

1. Be social engineers. Our kiddos do not know

how to approach a social situation. They want
friends but their body does not know what looks
like. Sensitive, compassionate lunch buddies are
helpful for fostering growth in this domain.
2. Be clear and consistent about routines. There
is a great deal of difficulty with change. Scripts,
class schedules and rules help the child to feel
safe.
3. Use focused interests as a window of opportunity.The seemingly narrow scope an obsession
with the Westfield Mall can lead to the acquisition
of so much knowledge and skills. Make a report
about the mall. Interview people at the mall. Write
a desription about the different stores. Which ones
are the best. Connect his interests to core curriculum.
4. Embrace inclusive settings. When exposed to a
variety of social situations and experiences, children build interaction skills they might not otherwise attain. The earlier the better.

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Williams Syndrome

Williams Syndrome is a rare genetic disorder that

occurs when a small amount of genetic material is
lost on an individual chromosome.The lost material
contains approximately 20 genes, mostly elastin: the
marker gene for WS.
Strengths: Children with Williams Syndrome have
socialable nature, strong expressive vocabulary, long
term memory for information, and good long and
short term memory for auditory sounds. May become
obsessed with certain auditory processes (lawn mowers). USE MUSIC!
Struggles: He may have difficulty attending. Distractable and impulsive. Difficulty with visual/spacial
integration. Difficulty with abstract concepts and
abstract reasoning. Often perseverates on favorable
topics. Spacial difficulties result in difficulties with
handwriting.
Teaching strategies:

Reading: master decoding skills before comprehension. Teach directly: making inferences, deductions,
cause and effect. Develop self questioning skills.
Vocabulary: Make concrete associations for unknown
words, encourage student to verbalize that they understand. Teach multiple meanings.
Writing: Brief daily practice to improve rate and legibility. Give verbal prompts to help with self direction.
Teach keyboarding and word processing.

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Cerebral Palsy

Cerebral palsy (CP) is an umbrella term that refers to a group of

disorders affecting a persons ability to move. It is a permanent
life-long condition, but generally does not worsen over time. It is
due to damage to the developing brain either during pregnancy
or shortly after birth.
Cerebral palsy affects people in different ways and can affect
body movement, muscle control, muscle coordination, muscle
tone, reflex, posture and balance.
People who have cerebral palsy may also have visual, learning,
hearing, speech, epilepsy and intellectual impairments.
Child may be able to do the same things as other chilren, he
may just need more time.
Classroom should be easy to physically navigate
Educate other children about the childs ability to move, and
how they can be helpful
Provide child extra time to move
Floppy body as a baby, muscle spasms, may drool because
of weak facial muscles,
Because of their damaged brains, he may have abnormal
reflexes, struggle with balance,
He may have stiff muscles (spasticity), or uncontrolled
muscles (athetosis), poor balance (ataxia).
Caused by lack of oxygen, birth injuries, prematurity. Could
occur if mom is infected when prgnant, if she has diabetes.
Damaged part of the brain cannot be repaired.
Help with: development of movement, communication, selfcare, relationships with others, help with basic skills
Staff must learn not to do everything for the child, but help
him just enough that he can learn to do more for himself.
Focus on what the child can do, and follow his lead

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Epilepsy

Epilepsy is the tendency to have brief disruptions

in the normal electro-chemical activity of the brain.
Causes a child to have seizures
Tonic or grand mal seizure: muscles stiffen, then
relax, jerking or convulsive movements begin
quite vigorously, saliva may appear. May last several minutes. Child will recover dazed, exhausted,
may want to sleep.
Complex partial seizures: on;y a portion of the
brain is affected by electrical discharge. Involuntary movements such as twitching, lip smacking.
Child is conscious, but may be unable to speak.
Absebce or petit mal: Child may appear to be day
dreaming, frequent blinking of eyes, brief moments of clouded consciousness that may lead to
a series of learning problems if not treated because child is totally unaware of her surroundings
and recives neither visual nor aural messages
during such seizures.
Seizure Protocol/First aid:
1. Cushion head
2. Do not put anything in mouth
3. Loosen tight clothing
4. Give room to move
5. Turn child to side, wipe away saliva
6. Stay with the child as additional staff contacts
adminstration
7. Contact parent immediately

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Fetal Alcohol Syndrome

Difficulty with auditory or visual perception, reception

of input or output of information into the brain, processing, organization, sequence, integration of information
into the brain, auditory or visual memory, the retrieval
from storage and motorical, oral; and/or written language, the output or expression of that information.
Make sure to have his attention before providing instruction
Clear concise instructions
Songs help the child to remember
Hand motions help to solidify information
Teach at the developmental level
Easily frustrated, overly stimulated
Use physical activities, dramatic/creative movement,
role play to provide for more pathways for the student
to remember.
Monitor the student for any signs of stress that may
develop into a behavior outburst and redirect the
student if needed. Signs of stress may be seen as follows: reddening of face, clenching of fists or jaws, rubbing eyes, breaking pencils, increased restlessness,
refusal to do work and so on.
Use excessive praise to build self-esteem
Seat near teacher
Countdown for transition
Repetition and rehearsal for mastery
Tend to how the child experiences stress, relieves tension, copes with obstacles and reacts to change.

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Fetal Alcohol Syndrome continued

1. Set the stage for learning with the teaching of relaxation.
FAS/FAE students are easily over stimulated and frustrated.
They can be taught how to relax and avoid shutdown.
2. Use visual cues,simple terms and concrete language when giving oral directions. Remember the
K.I.S.S.method. (Keep It Short and Simple)
3. Use music and rhyme as teaching strategies. Not only
do FAS/FAE students enjoy music, but it facilitates both
memory and retrieval of information. Any fact or rule can be
put to music, a rap or a simple limerick or rhyme to facilitate
input, integration and retrieval from long-term memory. For
example, complete the following: In 1492 Columbus (In
1942 Columbus sailed the ocean blue.)
4. Incorporate kinaesthetic activities as an integral part of the
teaching process. Movement facilitates learning. Example:
jumping rope to jingles to learn math facts. Practice oral
spelling words with cheer leading or drumming activities.
5. Integrate new concepts with information the student already understands, helping to build networks of knowledge from which the student can begin to organize her/
his world. Use examples from the students daily life when
teaching math or language.
6. Use scripting throughout the school curriculum. Short,
easy to read teacher written plays can be used to teach
any subject, and can help the child generalize information to the outside world. Practice social skills with scripts
designed to specific situations. Teach history events with
written scripts involving the historical figures being studied.
7. Use the visual mode of learning as much as possible.
Use class made videotapes to teach. As an example,
videotape sequencing activities (what to do when you first
get to school in the morning)and allow the children to watch
them over and over. The repetition will increase learning and
they will love watching them selves doing it right! Use/ draw
pictures to aid the understanding of a concept.

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Asthma

Asthma is a chronic lung disease that affects airways.

Inflamed airways are sensitive and react strongly to
triggers. A reaction will cause airways to close. Be
aware of:
Triggers
Dust mites
Mold
Pollen
Irritants

Symptoms
Coughing
Wheezing
Chest tughtness
Shortness of breath

Doing well: Can do unusual activities.

Getting worse: Coughing, waking at night, cannot
do all activities, quick relief medicine, nebulizer
Medical alert: Very short of breath, medicine,
nebulizer, go to hospital

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Guideposts for Success: School

School Based preparation:

Keys to Successful Transition:
The individual transition plan drives personal
instruction, and uses strategies to continue the
transition process after graduation.
Students participate in contextualized learning
experiences that demonstrate relevance and application.
Students have access to specific and individual
learning accommodations while they are in
school.
Students participate in career-technical education
classes that reinforce academic standards and
are based on industry standards.
Students have access to curricular options and
program options that integrate school, work and
community based instruction.
Students have access to quality academic and
functional skills assessments.

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Guideposts for Success: Career

Career Development:
Keys to Successful Transition
Assess students self-advocacy skills, academic
preparation and college admission test scores.
Students have the opportunity to explore posthigh school education/training programs.
Develop a list of supports required to achieve
goals.
Assist the student with applications, interviews
and test preparation
Students explore career opportunities that lead to
a living wage and learn about educational requirements, entry requirements, income and benefits
potential.
Students participate in improving job search skills,
and workplace skills.
Students have multiple on the job training experiences.
Students understand the relationship between
benefits planning and career choices.
Students understand the connection between
education, career choices and wages.
Students learn to communicate their disabilityrelated work support and accommodation needs.

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Guideposts for Success: Youth Leadership

Youth Development and Leadership:
Keys to Successful Transition
Active participation in the IEP
Training in skills such as self-advocacy and conflict resolution
Participation in extracurricular activities at school
Participation in community organizations and
activities
Participation in community service or volunteering
opportunities
Exploration of unique talents through hobbies and
unique interests
Development of respect for self and others.
Effective communication with peers, adults and
teachers or supervisors

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Guideposts for Success: Transition

Connecting Activities:
Keys to Successful Transition
Youth need to be connected to programs, services, activities and supports that help them gain
access to chosen post-school options:
Transportation
Housing
Financial planning
Recreation
Post-program supports through postsecondary
institutions and adult service agencies
Tutoring

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Guideposts for Success: Family

Family Involvement / Support

High expectations based on strengths, interests
and needs foster independence
Have access to information about employment,
community resources, education
Understand the disability and how it affects education, employment and living options
Know rights and responsibilities
Knowledge of and access to programs, services,
support and accommodations

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Priorities for Middle School

Inclusion
Independence
Maintain and develop academic skills
Social skills/relationship instruction
Self-esteem
Confidence
Hobbies of interest
Friendships
Access to general education peers
Access to general education curriculun
Opportunities to demonstrate leadership

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Welcome to Royal Oak Middle School

Address: 303 Glendora Ave, Covina, CA 91724
Phone: (626) 967-6354
Principal: Maria Thompson
50200 mthompson@cousd.net

Assistant Principal: Marisa Block

50213 mblock@cousd.net

Counselor: Jennie Kuramoto

50211 jkuramoto@cousd.net

Counselor: Michelle Kaplowitz

50210 mkaplowitz@cousd.net

Office Manager: Sue Brady

50201 sbrady@cousd.net

ASB Office: Michelle Gomez

50217 mgomez@cousd.net

Counseling Office: Pearl Aguirre

50215 paguirre@cousd.net

Counseling Office: Rani Harras

50214 rharras@cousd.net

Attendance Office: Amy Valencia

50219 avalencia@cousd.net

Psychologist: Christine Salvinski

50207 csalvinski@cousd.net

Health Office: Theresa Taylor

50203 ttaylor@cousd.net

Librarian: Gina Leal

50204 eleal@cousd.net

Homework hotline:
Parent portal:

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Block Schedule
Regular Bell Schedule
Homeroom 8:00 - 8:25
Period 1
8:30 - 9:20
Period 2
9:25 - 10:15
BREAK
10:15 - 10:25
Period 3
10:30 - 11:20
Period 4
11:25 - 12:15
LUNCH
12:15 - 12:50
Period 5
12:55 - 1:45
Period 6
1:50 - 2:40
Late Start Schedule
Homeroom 9:30 - 9:43
Period 1
9:48 - 10:25
BREAK
10:25 - 10:35
Period 2
10:40 - 11:17
Period 3
11:22 - 11:59
LUNCH
11:59 - 12:34
Period 4
12:39 - 1:16
Period 5
1:21 - 1:58
Period 6
2:03 - 2:40
Minimum Day Schedule
Homeroom 8:00 - 8:15
Period 1
8:20 - 8:45
Period 2
8:50 - 9:15
Period 3
9:20 - 9:45
BREAK
9:45 - 9:50
Period 4
9:55 - 10:25
Period 5
10:30 - 10:55
Period 6
11:00 - 11:25

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Required Supplies

Binder
2 3-Ring Binder with subject dividers and f olders
with pockets (binder and folders must be kept clean
with no writing, tagging, or pictures)
Agenda
Student Agenda
College Ruled Filler Paper (preferably with reinforced
holes),
Writing
Pencils
Enclosed Pencil Sharpener
Pens - Blue, Black & Red (Jane Schaffer School!)
Highlighters
Binder pouch
Binder pouch
Colored Pencils
White-Out
Glue Sticks
Ruler
Backpack
Positive Attitude

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Mainstream Strategy

The following collaborative strategy is in place to mainstream

students with adaptive specialized academic instruction services
into the general education setting. This will provide contextualized learning experiences, curricular options that integrate
school, work and community based instruction, participation in
extracurricular activties, community organizations, exploration of
unqiue talents, and development of respect for self and others.
1. Teacher asks if special education students would be successful
in the classroom and if an extra adult would be beneficial to the
program.
2. Teacher meets with general education teacher
3. Teacher observes general education teachers classroom
4. Teacher provides general education teacher with video and student passport.
5. Teacher provides IEP.
6. Teachers collaborate to create a program that best benefits both
programs: general ed and special ed.
7. Teacher goes into class with student
8. Teacher establishes necessary routines
9. Teacher teaches routines in special education classroom
10. Teacher trains classroom staff as how to best support student in
general education classroom
11. Staff begins to bring student into classroom
12. Teacher reviews skills with student weekly
13. Teacher meets with staff once a week to review lessons and
teaching methods
14. Teacher consults general education teacher once a month to
review lesson plans
15. Teacher supports needs of general education teacher once a
month to meet needs of program
16. General education teacher provides feedback about students
progress in program
17. General education teacher provides feedback about special ed
staff participation and contribution to program
18. General education teacher attends students IEP

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Mainstream: Elective Mix

Drama (elective mix)

In Drama you will have fun learning how to act on
stage, how to overcome stage fright, and how to
speak clearly in front of an audience. These skills will
be learned through performance activities like pantomime, improvisation, and monologue. Beginning
Drama students also perform a group scene as their
final assignment.
Basic Living (elective mix)
Basic Living is an overview course in life skills. Students will work individually and in cooperative learning groups to develop a variety of life skills. Areas
of emphasis include nutrition and food preparation;
personal and social development, drug & alcohol
awareness, hand and machine sewing, and consumer awareness.
Computer Literacy/Technology (elective mix)
7th and 8th grade Technology is designed to make
all other classes easier by teaching students to keyboard by touch. Students will also learn Microsoft
Word, Excel, and PowerPoint. Students returning for
a second semester of Computer Literacy/Technology
at Royal Oak during their 8th grade year will learn
more advanced applications, basic web design, and
web based presentation software, as well as linear
video editing.

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Mainstream: Project Lead the Way

Project Lead the Way--Design & Modeling and
Automation and Robotics (one semester course)
In the Design & Modeling module, students apply the
design process to solve problems and understand
the influence of creativity and innovation in their lives.
They work in teams to design objects such as a playground and furniture, capturing research and ideas
in their engineering notebooks. Using Autodesk
design software, students create a virtual image of
their designs. In the Automation and Robotics module, students trace the history, development, and
influence of automation and robotics as they learn
about mechanical systems, energy transfer, machine
automation, and computer control systems. Students
use the VEX Robotics platform to design, build, and
program real-world objects such as traffic lights, a
rotating bridge, and robotic arms. Students choosing
this course will receive an elective mix course for the
other semester of the year.

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Mainstream: ASB Leadership
ASB/Leadership (Year Long)

The ASB/Leadership class is for any student interested in learning leadership skills, project and event
planning, character education, group process, team
building, goal setting, time management, and community service. Students are taught how to become effective leaders through their active participation in the
planning, organization, and management of school
events and activities as well as the performance of
community service projects. It affords the students
the opportunity for personal growth in areas related to
self-esteem, organization, and responsibility.
Note: This course requires a completed application
and teacher recommendation/signature.

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Mainstream: Music Ensemble
Music Ensemble (Year Long)

Music Ensemble is a non-auditioned performance

ensemble that will expose students to various types
of choral literature. Students must be prepared to
sing in daily rehearsals during class. This ensemble
will perform at three school concerts during the
school year, as well as compete in a festival as a part
of the Southern California Vocal Association. This is
a year-long class. Successful completion may allow
7th grade students the opportunity to take Chamber
Choir as 8th graders.

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Mix It Up Model School

Instruction in social skills and peer relationships

is vital to the success of middle school years.
Mix It Up activities will help provide independent,
compassionate peer interaction, in a structured,
safe environment.
We are delighted to recognize ROYAL OAK MIDDLE
SCHOOL, said Teaching Tolerance Director Maureen Costello. Mix It Up Model Schools have found
innovative ways to create school environments where
respect and inclusiveness are core values. They
all serve as great examples of how a schoolany
schoolcan cultivate these values among their students, faculty and staff.
Mix It Up at Lunch Day is a simple call to action. By
asking students to move out of their comfort zones
and connect with someone new over lunch, the event
encourages students to identify, question and cross
social boundaries. Many schools plan activities for
the entire day, and some use the event to kick off
yearlong explorations of social divisions.

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Mainstream: Academic Curriculum

The following topics will be modified to the
developmental and academic level of each IEP.
Yet, access to the subject matter, and exposure to
the ideas taken away from these subjects is vital
to providing a quality education to our students.
English and language arts: Harry Potter, Hunger
Games, Hatchet, island of the Blue Dolphins, To Kill a
Mockingbird, Maniac Magee, The BFG
Math: Length of objects, data sets, graphs, negative
numbers
History: Roman Empire, Roman architecture, Islam,
China, Medieval Japan, Medieval Europe, Mayan,
Aztec, Incan communities, Renaissance,
Enlightenment
Science: DNA, Evolution, History of the Earth, Structure of the Eye, Human Anatomy, Traveling at the
Speed of Light, Blood Pressure, Research Projects,
Scaled Diagrams, Written Reports, Oral Presentations,
Physical education: Throwing, catching, kicking,
punting, striking, dribbling, assess health, develop fitness goals, warm up and cool down, heart rate,

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Homework

Homework is used to help teach responsibilities

in the home and foster independence.
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Use of the student agenda

Maintenence of required supplies
Organization of backpacks
Vocational: signed papers
Domestic: self care
Community: chores
Academic: simple writing/reading/math worksheet

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Community Based Instruction

Through collaborative projects, grade level field trips,

and incentive field trips, the students will engage on
a variety of opportunities to participate in community
based instruction.
The Foothill Transit is also very accessible, and could
potentially become another avenue for our program
to meet the educational needs of our students.

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Othe great things...
Royal Oak social media:Twitter, Facebook,

Community projects: Character Counts, TV Media,

History Day, LA County Science Fair, PTSA, School
dances, Student Led Conferences, Special Olympics,
Come to Royal Oak- Our theme is Keep Calm and
Lead On. We are looking for students, parents,
community and staff members who are willing to
calmly, but fervently, keep calm, persevere and find
success in this exciting world in which we live.

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