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BROWNSVILLE ISD
CONTENT MASTERY
PROGRAM
HANDBOOK
PRESENTED BY
SPECIAL SERVICES
DEPARTMENT
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006
CONTRIBUTIONS WERE MADE BY THE
BISD SPECIAL SERVICES PERSONNEL, CMC
CONSULTANT, FORMER AND CURRENT
CONTENT MASTERY
TEACHERS AND PARAPROFESSIONALS
IN THE DISTRICT
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006
TABLE OF CONTENTS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006
GOALS 1
WHAT IS IT? 2
CONTENT MASTERY: 3
SERVICES AND SUPPORT PROVIDED 4BY THE CM TEACHER
RESPONSIBILITIES OF THE 7CMC TEACHER
RESPONSIBILITIES OF THE CMC 9PARAPROFESSIONAL
WHEN SHOULD THE CENTER BE OPENED? 11 WHO CAN GO TO THE CMC? 12HOW ARE CAMPUS NEEDS DETERMINED? 13
IT’S PEOPLE THAT MAKE CONTENT 14MASTERY WORK
WHO SHOULD BE INVOLVED IN 15 SUPPORTING CM?
RESPONSIBILITIES OF GENERAL ED STAFF 16
CMC PROCEDURES/MODIFICATIONS/MATERIALS 17
STUDENTS SHOULD GO TO THE 18CMC WHEN..
STUDENTS SHOULD STAY IN THEIR GENERAL 19CLASSROOM WHEN..
STUDENTS SHOULD BE SENT BACK 20TO CLASS FROM CMC WHEN…
STUDENT USE OF THE CENTER 21
CONTENT MASTERY CENTERMATERIALS AND EQUIPMENT 22
REQUESTING TEXTBOOKS 24
PROGRAM OUTLINE FOR ORIENTATION 25OF GENERAL ED. TEACHERS TO CMC
PROGRAM OUTLINE FOR 27ORIENTATION OF STUDENTS TO CMC
PROGRAM OUTLINE FOR ORIENTATION 30OF PARENTS TO CMC
CONTENT MASTERY RULES 32
CONTENT MASTERY FORMS 35
CONTENT MASTERY PASSES 37
SIGN-IN FORMS 46
PROGRESS REPORTS 51
SENT/ RECEIVED LIST 56
CONFERENCE FORMS 58
STUDENT CONFERENCE FORMS 59
TEACHER CONFERENCE FORMS 63 TELEPHONE LOG 68
CMC SUPPORT TRACKING FORM 71 CMC REMINDER NOTICES 73
CMC CRITICAL ELEMENTS 77
CMC VISITATION FORM 80
CMC CHECKLIST 82 CMC IEP GOALS AND OBJECTIVES 84
DATA REPORT 87
TEACHER SURVEY 89
STUDENT SURVEY 92
CRITIQUE OF THE CMC 95
CONTENT MASTERY CENTER GOALS
The goals of the Content Mastery Program are the following:
• to have the identified student master course content, making the highest grade possible in the general education.
• to help each students become aware of his/her strengths, areas of need, and appropriate compensatory strategies.
• to assist each student in becoming “study skill independent”.
• to unite the expertise of general educators, special educators, specialists, and other campus staff to provide the best education possible for all students.
• to help all special education students meet the needs of LRE requirements.
• to support general education teachers by providing modification information and instructional and behavior intervention strategies.
• to serve as a resource for “best practices" knowledge, material and information.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 1
CONTENT MASTERYWHAT IS IT?
A fully operational and flexible learning center which provides support to
students with special learning needs receiving instruction in the general
education classroom. The goal is for students to achieve passing grades in
general education through the provision of accomodations/ modifications, help
with completing assignments and support for test taking while addressing LRE
(Least Restrictive Environment) inclusion support. An additional component is
the delivery of support by the Special Education teacher to general educators.
The Content Mastery Program is one of many delivery models for inclusion.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 2
CONTENT MASTERYWHAT IT IS
•For identified students•An inclusive instructional model•A way to help students achieve passing grades in regular classes•Support which occurs after appropriate direct instruction has beengiven in the general education classroom•Assistance provided on an-needed basis rather than on a regular
schedule•Creation of whatever additional modifications or supports a studentmight need•Study sessions prior to tests being given in the general educationclassroom•Monitoring student progress•Support for general education teachers•Ongoing collaboration with general education teachers
WHAT IT IS NOT
• A discipline or timeout center• Intended to replace curriculum or direct instruction provided by
the general education teacher• A counseling office• Just a quiet place to work
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 3
SERVICES AND SUPPORT PROVIDED BY THE
CONTENT MASTERY TEACHER
The Content Mastery Teacher offers a wide variety of services to the
general education classroom teacher, who provides the academic support
necessary for the content mastery special education eligible student to
master the curriculum and IEP objectives. In order to provide these
services in an effective and timely fashion, the general education teacher
should provide the CMC teacher with the following: worksheets/study
guides with corresponding answer keys, lesson plans, project outlines,
tests with answer keys, and other related instructional materials. Content
Mastery should function in a proactive not reactive mode; that is, in order
to most effectively work with students with general education content, the
CMC staff needs lesson plan(s) prior notice of tests, assignments, projects,
and etc. It is only through this coordination of effort that all parties will
see the greatest benefit from the Content Mastery program.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 4
• Taped recorded textbooks and reading materials• Highlighted materials• Laminated instructional materials• Vocabulary cards• Collection of teacher-made materials• Graphic and Advance organizers• Modified materials and tests• Multi-sensory activities• Manipulatives
2. SUPPORT
For GENERAL EDUCATION TEACHERS• Provide strategies for modification of instruction.• Discuss student’s individual strengths, areas of difficulty and
compensatory strategies.• Assist with determining range of appropriate modifications for
special education students.• Help general education teacher identify instructional activities
needing modifications.• Assist with the preparation of adapted materials.• Monitor student placement and progress in the general education
classroom.• Maintain contact with the general education teacher through formal
and informal methods.• Provide support to aide in the compliance of the student’s IEP.
For STUDENTS
• Provide assistance with packets, worksheets, written assignments, major projects, or anything involving instructional material.
• Pre-teach and/or re-teach as appropriate.• Conduct study groups for tests and exams.• Discuss student’s individual strengths, areas of difficulty and
compensatory strategies.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 5
The SERVICES include but are not limited to the following:
1. Materials
• Assist student with the development of organizational and study skills• Conference with the student to provide feedback, problem-solving and to encourage success.• Work collaboratively with the student’s teachers to help create a positive and successful learning environment.• Help develop appropriate and required modified materials for student use in the Content Mastery Center and general education classroom.
For PARENTS
• Discuss student’s individual strengths, areas of difficulty and compensatory strategies.• Conference with the parent as needed to provide feedback and problem-solving opportunities.• Encourage active involvement of the parent in the student’s educational planning.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 6
RESPONSIBILITIES OF THE CONTENTMASTERY TEACHER
• Coordinate with other involved school personnel in planning and providing modified instruction for the student.
• Provide consultative assistance to general education classroom teachers.
• Provide appropriate environment, guidance, and learning climate for the students in the content mastery center.
• Keep accurate and complete sign-in records; this is critical for security and safety factors.
• Complete all requested forms and records including Course Modification Plan, Walk In Data, Failure Data, Grade Checks, CMC Tracking Student and Teacher Conference and Student Monitoring forms.
• Implement specific I.E.P. objectives at the student’s level of competency to assist in mastery of course objectives.
• Assist the educational diagnostician in reviewing and revising the educational plan.
• Evaluate student’s progress in terms of stated objectives through the use of the three/six/ week progress reports.
• Participate in Admission, Review, and Dismissal Committee Meetings and contribute pertinent information to the review and dismissal meetings.
• Interpret special education policies, procedures, and guidelines to regular education personnel and/or parents.
• Share knowledge and accommodated materials with others personnel at your campus.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 7
• Provide continuous in-service training including content mastery orientation for general education and other campus staff.
• Maintain a file system of worksheets, tests, and materials used in general education classes.
• Train and cooperatively plan with the special education paraprofessional/teacher.
• Demonstrate an interest in professional growth through study of professional literature and/or attendance at appropriate conferences, workshops, and meetings.
• Work with other teachers to promote cooperation/collaboration among the staff.
• Assist in evaluating services provided for identified students.
• Assume responsibility for the security and inventory of instructional materials and equipment assigned to the Content Mastery Center.
• Assure that the Content Mastery Center is opened at all times.
• Provide Content Mastery Center orientation for students, parents, general education teachers, administrators and other campus staff.
• Attend staff development (general and special education topics) with general education teachers to enhance collaboration, teaming efforts and curriculum knowledge.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 8
RESPONSIBILITIES OF THECONTENT MASTERYPARAPROFESSIONAL
The paraprofessional is responsible for maintaining the effective operation of the Content Mastery Center under the supervision of the Content Mastery Teacher. Typically, this person is staffed full-time to the Content Mastery Center in order to provide a seamless delivery of service to all identified students. A campus can help guarantee a quality program by minimizing or negating the pulling-out of paraprofessionals to perform other duties.
• Staff Content Mastery Center on a full-time daily basis by coordinating the Content Mastery schedule with other CMC staff so center is opened at all times.
• Provide and maintain a positive and effective leaning environment.
• Assist with the development and delivery of modification.
• Keep accurate Content Mastery records including but not limited to the sign-in sheets, and Content Mastery passes.
• Provide content instruction to students.
• Assist students with completion of assignments and tests.
• Maintain documentation on students that demonstrate academic/behavior difficulty while in Content Mastery Center.
• Provide information to the Content Mastery teacher regarding student progress and performance while under your supervision in the center. This information can be used by the Content Mastery teacher for use in meetings.
• Attend ARD meeting as per administrative requests for students experiencing academic/behavior difficulty while in the Content Mastery Center (very limited basis)
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 9
• Establish and maintain student and teacher files, content mastery files, sign-in sheets, lesson plans, worksheets, notes from teachers, and content mastery conference folders (regular education teacher, etc.)
• Use effective behavior management and teaching strategies with Content Mastery students in 1:1 and small group settings
• Possess the knowledge of needed academic skills (math, reading, spelling, science, social studies, and writing) in order to re-teach or assist students with regular classroom assignments
• Create and duplicate materials as needed for Content Mastery Program
• Attend appropriate meetings and training sessions dealing with related Content Mastery issues.
• Conduct and assist in paraprofessional training as requested and appropriate.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 10
WHEN SHOULD THE CENTER BE OPENED?
The center will be opened Monday through Friday during regular school and
lunch hours. It can also be open before and after school as directed by
administration. Special Education students must have access to the center
when assistance is needed, not on an appointment basis. This is in
keeping with providing the required instructional program as outlined in the
IEP. Hours will be posted throughout the school and announced as
necessary.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 11
WHO CAN GO TO CONTENT MASTERY?
The following students may have access to Content Mastery services:
1. Students receiving services through a resource program may access the CMC as indicated on the IEP. CMC goals and objectives must be a part of the IEP.
2. Students receiving services through an inclusion delivery model may access the CMC at times when an inclusion teacher or paraprofessional is not scheduled for direct services in a general education classroom. These students must have content mastery goals and objectives in their IEP.
3. Students receiving services through the behavior intervention program needing assistance through Content Mastery have several options. The ARD committee will determine if these services can most effectively be provided to this student by his/her BI teacher or through the CMC. Must conduct a staffing.
4. Speech only students can receive these services only if the IEP includes goals and objectives for Content Mastery. The ARD committee may wish to specify the subject in which the student can go to CMC, types of assistance to be provided in CMC, and the duration of time this student has access to the center. Must conduct a staffing.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 12
HOW ARE CAMPUS NEEDS DETERMINED?
Content Mastery will provide support to students and general education
teachers who may not have assistance from inclusion teachers. This
setting may also provide support when the inclusion teacher cannot be
available. Individual campuses determine the service delivery system
based upon the needs of their students.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 13
IT’S THE PEOPLE THAT MAKECONTENT MASTERY WORK
The following people may be responsible for a Content Mastery Center:• Certified special education teacher• Special education paraprofessional (under the direction of a certified special education teacher)
Additional help for CMC:
• Any certified teacher – consider staffing general education teachers into the Content Mastery Center during a regularly scheduled period; that is, instead of a teaching period, they work in the CMC.• Dyslexia Teachers, Speech Therapists, ESL staff• Interns, Student Teachers• Clerks, library assistants, assistant principals, counselors, principal (this may be needed especially during times of heavy usage such as end of grading periods and test days. This could become part of the Content Mastery Center campus contingency plan to handle overload situations.• Substitute teachers during non-teaching periods• Parent and/or community volunteers• Student aides – kids helping kids, National Honor Society, Student Council & etc.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 14
WHO SHOULD BE INVOLVED IN SUPPORTING CONTENT MASTERY?
Every teacher, administrator, and support staff should have the
opportunity to attend a brief overview of the Content Mastery program. In
addition, parents of students who have been approved to receive Content
Mastery assistance, as well as these identified students, should receive an
orientation to the program. In order to make a difference for students, an
effective CMC program needs full support from all campus staff and
parents.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 15
RESPONSIBILITIES OF GENERAL EDUCATION STAFF
• Provide direct instruction to special education students utilizing IEP goals an modifications as required by the ARD committee
• Maximize student time in the general education classroom through the provision of modifications and the usage of best teaching practices
• Determine appropriate time and reasons for sending students to Content Mastery; this is typically done after direction instruction, teacher lecture, guided practice, small group work, audio-visual presentations, and lab work. The best time is usually during independent work and testing. As a teacher, you must be cognizant of a special education student’s disabilities and how to accommodate these.
• Collaborate with Content Mastery Center staff about needed modifications and student progress
• Decide on which modifications are appropriate for a student for a particular activity
• Grade student’s performance after required modifications have been provided
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 16
• Send students to Content Mastery Center with pass, instructions and needed materials
• Provide copies of lesson plans, worksheets, tests, project information, answer keys and other instructional materials to the Content Mastery teacher prior to their introduction and use
• Complete progress reports and submit to the Content Mastery teacher
• Participate in ARD meetings
• Provide quality instruction
CONTENT MASTERY CENTER
PROCEDURES,ACCOMODATIONS/MODIFICATIONS
&MATERIALS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 17
STUDENTS SHOULD GO TOCONTENT MASTERY WHEN…
• Completing independent work that will require significant 1:1 support or small group for successful completion of an appropriate task
• Needing to complete an assignment that everyone else has finished or when student needs to complete a test requiring monitoring and assistance
• Needing to have a test read aloud (be sure this is specified in the student’s modifications)
• Needing to use the computer to complete a written assignment when one is not available in the general education classroom
• Needing to participate in a study session prior to taking a test
• Grades are low or student is failing a course
• Re-teach, review, or pre-teach (pre-exposure) is needed
• The inclusion teacher is unavailable in the general education classroom for assistance
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 18
STUDENTS SHOULD STAY IN THE GENERAL CLASSROOM WHEN…
• Instructions/directions are being given for an assignment
• Direct instruction, lab work, audio-visual presentation, lectures, class discussions, and small group work is being conducted
• Student has not even tried to do the assignment, including homework
• Student can read a test without assistance
• Student just needs a modified test. If the test has been modified ahead of time, the student can take the test in the classroom.
• Students receive assistance through an inclusion delivery model and the inclusion teacher/paraprofessional is available in the classroom
• Student needs a quiet place to take a test. Often, the classroom is quieter than Content Mastery Center where multiple groups of students are working on a wide variety of subjects, topics, and assignments
Note: Many modifications can be successfully implemented in the general education classroom where you, the content expert are readily available to answer or clarify any student questions. This also helps assure compliance with Least Restrictive Environment.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 19
STUDENTS SHOULD BE SENT BACK TO CLASS FROM CMC WHEN…
• They arrive without a pass or instructions as to why they have come.
• They are sent to the CMC due to inappropriate behavior that was exhibited in the general education classroom. The teacher in charge of that classroom using standard and routine procedures should address misconduct that occurs in the general education classroom.
• They are missing direct instruction or critical curriculum content being delivered by the general education teacher (curriculum expert).
• They come in without books/materials.
• There are already too many students in the center. Special education students have priority over other non-identified students due to the need for legally required instructional assistance. Special education students should not be returned to class unless they were originally sent there for reasons not meeting the outlined criteria or IEP requirements.
• They refuse to complete assignments or accept assistance from the CMC staff
NOTE: In the event that the Content Mastery Center experiences an inability to effectively handle the student load, it is highly recommended that a campus contingency plan be created to meet the need for additional space, personnel, and materials.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 20
STUDENT USE OF THE CONTENT MASTERY CENTER
I. Student is sent to the CMC according to outlined criteria
II. Student brings needed materials and directions for successful completion of assignment/test
III. Student brings CMC pass with the following: A. Assignment
B. Time sentC. Time to return to classD. Other pertinent information
1. Subject area2. Date sent3. Teacher’s name4. Directions for task completion5. Required modifications
IV. Student signs in at the CMC
V. Student signs out of the CMC and returns promptly to classroom with completed work unless otherwise specified by the General Education Teacher
--Student returns to class1. Upon general education teacher request2. When assignment or test is completed3. To have assignment graded4. When student doesn’t know what the
assignment is5. Upon request by the Content Mastery Staff6. When sent to the CMC for reasons other than
those outlined in district CMC handbook
7.Other: Refer to section titled students should be
sent back to class from CMC when…
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 21
CONTENT MASTERY CENTERMATERIALS AND EQUIPMENT
• Cassette players and headphones• Listening station• Blank cassette tapes• Cassette storage trays, boxes, etc.• Computers with color printers• Internet access• Tape recorders• Alpha Smart• Reading place markers• Remedial software programs• Franklin Spellers• Study carrels and/or dividers• Blackboard or white board• 3 hole punch• Trays/folders/binders for general education class materials• Calculators• Reference Books-maps, globes, thesaurus, dictionaries, etc.• General education textbooks (highlighted, non-highlighted, student and teacher editions)• Below level content materials• Highlighter pens• Map pencils, markers, pens, pencils, crayons, glue sticks, notebook paper, plain white paper, construction paper, post-it notes, tape, scissors, chalk, crayons, file cabinets, overhead projector, blank diskette, and transparencies• Rulers• Index cards• Manila folders (in different colors)• Bookcases or built-in shelves• Book stands• 3 ring binders• TV-VCR
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 22
• Encyclopedia set (software)• Graphic organizers• Stamps (confidential, date stamp)• Full text tapes or textbooks• Tapes of highlighted textbooks or of advanced organizers• Study skills materials and any other supplementary content materials• Advance organizers• Manipulatives• Multi-sensory activities• Center activities• Acetate sheets• Colored overlays• Digital clock• Timer• Graphing calculator (high school)• Magnification overlay
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 23
TEXTBOOKS
• Minimum of two highlighted copies of each student edition text used by
special education students
• Highlighted texts to meet student IEP requirements
• Teacher editions
• At the end of each school year, your CMC TE’s and SE’s should be inventoried by your campus textbook custodian. They are then to
be stored in a separate box labeled CMC books. This box can
either be kept in the CMC or on a shelf in the textbook room/closet.
When the next school year begins, the CMC teacher is to have the books in the
CMC box inventoried and checked back out to CMC. Any additional books needed are to be requested through the appropriate channels.
NOTE: If you experience difficulty obtaining either student or teacher
editions of textbooks, please be resourceful in your acquisitionendeavors. You should try these avenues by contacting:
. your campus textbook custodian (assistant principal)
. the district textbook specialist (Warehouse and Textbook Department)
. the department head or grade level chairman for that subject
. any campus staff that might have served on the adoption committee for
. the specific text you are needing
. your campus facilitator
. the vendor or publisher
. the special education supervisor
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 24
PROGRAM OUTLINE FOR
ORIENTATION OF
GENERAL
EDUCATION TEACHERS
TO
CONTENT MASTERY
PROGRAM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 25
PROGRAM OUTLNE FOR ORIENTATIONOF GENERAL EDUCATION TEACHERS TO
CONTENT MASTERY PROGRAM
1. Give Regular Education Teachers Information On:
• characteristics of special education students• modifications• learning styles, multiple intelligences• Content Mastery Program: Goals, Who, What, Where,
When, How, Forms types of assistance available• responsibilities of student using CMC, regular education
teacher, CM teacher, and CM paraprofessional• Confidentiality
2. Address Regular Education Teachers Concerns About:
• appropriate modifications• behavioral strategies• grading• support services
3. Promote Acceptance of the Special Education:
• supportive interactions
4. Foster Involvement of Regular Education Teacher
• in education planning for special education student• participation in ARD process• collaboration and teaming efforts• decision-making process regarding use of Content Mastery
Center, appropriate modifications or major projects, testing techniques, etc.
• provision of lesson plans for use by CM staff• timely completion of required forms and progress reports
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 26
PROGRAMS OUTLINE FOR
ORIENTATION OF STUDENTS TO
CONTENT MASTERY PROGRAM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 27
PROGRAM OUTLINE FOR ORIENTATION OF STUDENTS TO CONTENT MASTERY
PROGRAM
I. Welcome students to the CM center. A. Tell students your name and a little about yourself B. Ask students to introduce themselves. (Name only is fine,
as they will probably be very self-conscious.)
II. Explain the purpose of the Content Mastery program.A. Individuals have different needs in the way they learnB. Coming to this Content Mastery Center and working with
general education teachers back in the classroom will help you do satisfactory work on regular class assignments and achieve/maintain passing grades
III. Explain what the student will be doing to compensate for his disability.
A. For those who have difficulty when information is presented in
the classroom the student may:
1. Listen to a tape recording of a teacher’s written materials
2. Use a calculator for a math assignment 3. Receive information about oral or written
presentations and assignments and these could include:
a. highlighted textbooks, worksheets, etc. b. outlines of class materials c. 1-page summaries d. review of significant points e. preview questions f. visual aids g. manipulative h. multi-sensory activities (show student a few
examples)
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 28
B. For those who have difficulty when tests, class assignments or homework is given, the LD student’s task will often be changed according to his particular learning needs. Some examples are: 1. Changing a written task to the oral form 2. Changing an essay test to matching 3. Changing the length of a task 4. Changing appearance of a task to allow more space for
working
(Emphasize to students that the kind of change made depends on their own learning needs)
C. For the students who have problems managing his/her behavior, you
and/or his general education classroom teacher will help him by:
1. Changing things in the room make it easier for him to learn 2. Use contracts, which are agreements made between the
student and the teacher. Those contracts usually say what work the student agrees to do and what the students has earned by
doing that work
D. All students will have individual conferences with you and will provide a
chance for:
1. You to keep up on how well the modifications are working for the
student in general education classes 2.The student to discuss any problems he is having with any
particular teacher or class 3. The student and the teacher to work together to monitor
progress and decide on any changes that need to be made
IV. Review the procedures and rules of the CMC: coming to the CMC, while in the center and leaving the center.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 29
V. Ask students if they have any questions
VI. Tell students that you will soon be having individual conferences with them and that you are looking forward to knowing them better
PROGRAM OUTLINE
FOR ORIENTATION OF
PARENTS TO THE
CONTENT MASTERY
PROGRAM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 30
PARENT ORIENTATION TO CONTENT MASTERY CENTER
Send information to parents explaining the program, and the impact on their child. Prepare information packet for parents and distribute at Open House or send home if they don’t come to Open House. Plan an Open House to introduce parents to you, the center and the program.
Make a CMC presentation during your conference period, or after school, etc.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 31
CONTENT MASTERY RULES
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 32
CONTENT MASTERY RULES
1. COME IN QUIETLY
2. SIGN IN
3. WORK QUIETLY
4. RAISE YOUR HAND IF YOU HAVE A QUESTION OR NEED ASSISTANCE
5. WORK IN A WAY THAT DOES NOT DISTURB OTHERS
6. MAKE SURE YOUR WORK AREA IS CLEAN AND ORGANIZED BEFORE YOU
LEAVE
7. WHEN YOU COMPLETE YOUR ASSIGNMENTS AND ARE READY TO RETURN
TO CLASS, DON’T FORGET TO SIGN OUT
8. YOU MUST HAVE A PASS TO RETURN TO CLASS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 33
CONTENT MASTERY CENTER
~ THANK YOU FOR THE FOLLOWING THE RULES ~
1 ENTER THE ROOM QUIETLY
2 SIGN IN AND SIGN OUT AS INSTRUCTED
3 BRING COMPLETED PASS WITH YOU
4 BRING ALL MATERIALS FOR ASSIGNMENT
5 SIT DOWN AND WORK QUIETLY
6 DO NOT WALK AROUND
7 STAY ON-TASK
8 RAISE YOUR HAND FOR HELP
9 FOLLOW DIRECTIONS
10 COOPERATE WITH STAFF
11 DO NOT DISTURB OTHERS
12 DO YOUR BEST!
NOTE: ALL OTHER CAMPUS RULES APPLY AND WILL BE ENFORCED IN THE CONTENT MASTERYCENTER.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 34
CONTENT MASTERYFORMS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 35
CONTENT MASTERY FORMS
• PASS
• SIGN-IN
• PROGRESS REPORTS
• SENT/RECEIVED LIST
• STUDENT CONFERENCE FORMS
• TEACHER CONFERENCE FORMS
• TELEPHONE LOG
• CM SUPPORT TRACKING FORM
• CMC MASTERY REMINDER NOTICE
• CMC CRITICAL ELEMENTS
• CMC VISITATION FORM
• CMC TEACHER CHECKLIST
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 36
CONTENT MASTERY PASSES
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 37
PASS
CRITICAL ELEMENTS
• DATE
• TIME SENT TO CMC
• CLASSROOM TEACHER’S NAME/SIGNATURE
• TIME NEEDED BACK
• TIME RETURNED TO GEN. ED.
• ROOM #
• ASSIGNMENTS
• SIGNATURE OF CM TEACHER
• PROGRESS BY CM STAFF
• COMMENTS:
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 38
CONTENT MASTERY CENTER (CMC)PASS TO ROOM_________DATE:_________________ STUDENT’S NAME:_____________________________________SUBJECT:______________ TEACHER:___________________FILE#:_______RM#:____GRADE:_____DISMISSED FROM CLASS AT:________RETURN:_________
DAILY WORKTEST
COMPLETE ASSIGNMENT READ TEST TO STUDENT
ALLOW STUDENT TO USE CALCULATOR
READ TEST INSTRUCTIONS ONLY
READ ASSIGNMENT TO STUDENT ALLOW EXTRA TEST TIME
USE NOTE/BOOK DURING TEST (CIRCLE ONE OR BOTH)
OTHER_____________________________________________________________ TO CMC TEACHER: _____SEND COMPLETED ASSIGNMENT/TEST BACK WITH STUDENT TO ME. _____PUT COMPLETED ASSIGNMENT/TEST IN MY FOLDER. FILE#__---------------------------------------------------------------------------------------------------CONTENT MASTERY CENTER (CMC)ROOM _______STUDENT’S NAME_____________________ ATTENDED CMC ON DATE________ IN:_________ OUT____________TEACHER:__________________________FILE#:________ROOM#:_____________________
STUDENT: ______COMPLETED THE ASSIGNMENT ______ DIDN’T FINISH ASSIGNMENT ______ STUDENT RETURNED THE TEST/ASSIGNMENT TO YOU ______ THE ASSIGNMENT/TEST WAS FILED IN YOUR FOLDER AS REQUIRED
*REMINDER
TEACHERS WHO DO NOT SEND IDENTIFIED CMC STUDENTS TO CMC ARE NOT MEETING THE STUDENT’S IEP REQUIREMENTS. REFER TO THE STUDENT’S IEP FOR CMC TIME. THANK YOU FOR YOUR COOPERATION IN MEETING THE SUCCESS OF OUR STUDENTS.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 39
CONTENT MASTERY PASS
STUDENT NAME ______________________________
DATE____________________________TIME________
SENDING TEACHER ____________________________
ASSIGNMENTS________________________________
RETURN TIME
READING ENGLISH SPELLING
MATH SOCIAL STUDIES SCIENCE
HANDWRITING ART P.E./HEALTH
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 40
CONTENT MASTERY PASSDATE: ____________ TIME: ___________ TO: ____________TEACHER’S NAME:_____________________STUDENTS:PLEASE CHECK THE APPROPRIATE BOXES
ASSIGNMENTS SUBJECT PAGE NUMBERS
CMC PASS
NAME:_________________________
DATE__________________________
ASSIGNMENT _____ COMPLETE DAILY WORK _____ COMPLETE EXAM _____ DRILL/REVIEWED _____ NEEDS TO COMPLETE
TIME SENT BACK TO CLASS:_________SENDING CM TEACHER:_____________COMMENTS:________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 41
CONTENT MASTERY PASSDATE_______________________ PERIOD ____________STUDENT’S NAME _______________________________TEACHER’S NAME _______________________________ RM#______
PLEASE CHECK THE APPROPRIATE BOX/ES
REASON COMMENTS
1. TAKE TEST (TEST MUST BE MODIFIED) BY GENERAL ED. TEACHER 2. HAVE T EST READ 3. RETEACH MATERIAL ALREADY INTRODUCED BY TEACHER 4. WORK IN A GROUP/WORK INDEPENDENTLY-PLEASE SPECIFY 5. OPEN BOOK TEST 6. USE NOTES WITH TEST 7. WORK ON WRITTEN ASSIGNMENT 8. WORK ON PROJECT 9. STUDY NOTES (INDEPENDENTLY) 10. REVIEW AND DRILL ORALLY 11. EXTRA TIME NEEDED
TIME DISMISSED FROM CLASS __________
TIME NEEDED BACK IN GENERAL EDUCATION CLASS _____________________________________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 42
Content Mastery CenterSAMPLE PASS FROM CLASSROOM TO CMC
Students will not be admitted CMC without a completed pass.Please fill out the pass as legibly and as completely as pertinent.A clear assignment precludes student having to use valuable CMC time in returning to your classroom for the information.Please indicate it tests are open-book, if students can use their notes or calculators, if students can or should work together and other indications that are important.Please indicate if the student is allowed to make a restroom stop before arriving to CMC because we monitor “TIME LEFT ROOM” vs. their arrival time at CMC.Please ensure that students have writing and other materials necessary to complete their assignments at CMC before they leave your room.Your passes are kept on file as official documentation, please handle them accordingly.Please ensure that your substitutes are aware of pass location and instructions for their proper use.Remember that students must receive the benefit of at least the first and last ten minutes of classroom instruction of each period. Do not release them to CMC prior to that time.
CONTENT MASTERY CENTER~PASS~
DATE_____________TIME LEFT ROOM____________STUDENT(S):____ _______________________________TEACHER: ____________________________________SUBJECT: _____________________________________
ASSIGNMENTREAD PAGES:___________________________________QUESTION:_________________________PAGES:_____DEFINITIONS:______________________PAGES:______STUDY: ________________________________________COMPLETE TEST:________________________________OTHER:_________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 43
CONTENT MASTERY CENTERSAMPLE RETURN PASS FROM CMC TO CLASSROOM
Please request it from the students because it contains valuable documentation about their CMC attendance, assignment completion, and student behavior for your records (i.e. verbal warnings or other concerns)Helps to track student return time from CMC.Helps teacher’s document student CMC teacher, Inclusion teacher, or CMC aide.
CONTENT MASTERY CENTER
~RETURN PASS~DATE: _________TIME:__________STUDENT: ______________
_____ COMPLETED ASSIGNMENT/TEST _____ DID NOT COMPLETE ASSIGNMENT/TEST _____ DISRUPTIVE BEHAVIOR OTHER:_______________________________________TEACHER:______________________ ASST.:_________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 44
** DATE____________**STUDENT______________________________________CLASS______**DISMISSED FROM CLASS AT:____________________**TIME NEEDED BACK:___________________________**REASON:____________________________________
_____ 1. TAKE TEST (TEST MUST BE MODIFIED), BY THE REGULAR ED. TEACHER_____ 2. HAVE TEST READ_____ 3. RE-TEACH MATERIAL ALREADY INTRODUCED BY TEACHER_____ 4. OPEN BOOK TEST_____ 5. USE NOTES WITH TEST_____ 6. WORK ON WRITTEN ASSIGNMENT_____ 7. WORK ON PROJECT_____ 8. STUDY NOTES (INDEPENDENTLY)_____ 9. REVIEW AND DRILL ORALLY_____10. EXTRA TIME NEEDED ______________________________
** REG. ED. TEACHER’S SIGNATURE**
SPECIFIC INSTRUCTIONS (PG.#. ETC.)
**MUST BE FILLED IN
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 45
CONTENT MASTERY CENTER (CMC)
SIGN – INFORMS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 46
SIGN- IN
CRITICAL ELEMENTS
• STUDENT’S NAME:
• SIGNATURE LINE
• SUBJECT:
• GRADING PERIOD
• DATE:
• TIME (IN/OUT)
• TOTAL TIME:
• TEACHER’S NAME
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 47
CONTENT MASTERYDAILY SIGN –IN SHEET
DATE TEACHER SUBJECT TEST STUDY DAILYWORK
TIMEIN
TIMEOUT
NAME_______________________SS#_________________GRADE __________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 48
CONTENT MASTERY CENTERSIGN-IN
NAME:_______________________
DATE SUBJECT TEACHER IN OUT MINUTES/VISITS
TOTAL FOR WEEK
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 49
CONTENT MASTERY CENTERINDIVIDUAL SIGN-IN SHEET
NAME: _______________________SIX WEEKS PERIOD 1 2 3 4 5 6
SUBJECT:1. READING 3. SPELLING 5. MATH 7. SOCIAL STUDIES2. ORAL LANGUAGE 4. WRITING 6. SCIENCE 8. HEALTH 9. OTHER
DATE IN OUT SUBJECT LENGTH OF VISITS INMINUTES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL MINUTES BY SUBJECT: 1.______ 5.______ 2.______ 6. ______
3.______ 7.______ 4.______ 8.______ 9.______A. TOTAL TIME IN CENTER IN MINUTES__________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 50
PROGRESS REPORTS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 51
PROGRESS REPORT
CRITICAL ELEMENTS
• TO/FROM
• TEACHER’S NAME
• SUBJECT
• GRADING PERIOD
• DATE
• GRADES
• CONDUCT
• NOTICE OF MODIFICATION STATEMENT
• IMPLEMENTATION OF MODIFICATION STATEMENT
• CONFIDENTIALITY STATEMENT OR USE OF STAMP
• DUE DATE
• COMMENTS/OTHER
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 52
TO: ________________________RETURN FOLDER TO: TEACHER ________________________RM#______ _____MY ROOM CLASSFROM:_______________________ RM# ____ ____ MAIL BOX SPECIAL EDUCATION TEACHERDATE: __________________ ________MY ATTENDANCE FOLDERRE:___________________ #___________________________ STUDENTINFORMATION REQUESTED FOR: oTHREE WEEK PROGRESS 0 ANNUAL 0 3 YEARoARD MEETING ON _____AT_____AM/PM IN ROOM _____oSPECIAL – YOUR ATTENDANCE IS NOT REQUIRED, BUT YOU ARE CORDIALLYINVITED_____________________________________________________________I. GRADESFIRST THREE-WEEKS ______ FOURTH THREE-WEEKS_____SECOND THREE-WEEKS ______ FIFTH THREE-WEEKS _____THIRD THREE-WEEKS ______ SIXTH THREE-WEEKS _____FINAL EXAM _______ 2ND NINE WEEK’S AVG. _____1ST NINE WEEK’S AVG. _______TERM AVERAGE ___________
II. BEHAVIOR AND CLASSROOM WORK
QUIET PAYS ATTENTIONSTAYS ON TASK
WELL BEHAVED GOOD ATTITUDE TALKATIVE
DOESN’T PAY ATTENTION GETS OFF TASK DISRUPTIVE
POOR ATTITUDE COMPLETE MOST ASSIGNMENTS
NEAT WORK
WELL PREPARED FOR CLASS DOESN’T COMPLETE ASSIGNMENTS
SLOPPY WORK
NEEDS TO PREPARE BETTER INSUBORDINATE
___________________________________________________________________III. ABSENCES_____1ST 3 WEEKS _____2ND 3 WEEKS _____3RD 3 WEEKS_____4TH 3 WEEKS ____5TH 3 WEEKS _____6TH 3 WEEKS ___N/C DUE TO ABSENCESHAVE YOU BEEN NOTIFIED OF MODIFICATIONS? ____YES _____NOHAVE THESE MODIFICATIONS BEEN IMPLEMENTED? _____YES _____NOYOUR COMMENTS AND/OR RECOMMENDATIONS ON THIS STUDENT ARE GREATLY APPRECIATED:___________________________________________________________________**PLEASE MAINTAIN THE CONFIDENTIALITY OF THIS STUDENT**
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 53
SPECIAL EDUCATION STUDENTS3-WEEK PROGRESS REPORT
TEACHER’S NAME ___________________DATE_____________3 WEEK PROGRESS REPORT FOR __________________________ (STUDENT’S NAME)
PLEASE INDICATES STUDENT’S PERFORMANCE IN EACH SUBJECT AREA AND RETURN THE ARD FORM TO THE ARD TEACHER RESPONSIBLE FOR MONITORING PROGRESS.SUBJECTS: (P) PASSING (B) BORDERLINE (F) FAILING_____READING _____SOCIAL STUDIES _____ELECTIVE_____ENGLISH/ESOL _____MATH _____SCIENCE _____PE
BEHAVIOR AND CLASSROOM WORK
QUIETPAYS ATTENTION STAYS ON TASK
WELL BEHAVED GOOD ATTITUDE TALKATIVE
DOESN’T PAY ATTENTION GETS OFF TASK DISRUPTIVE
POOR ATTITUDE COMPLETES MOST SSIGNMENTS NEAT WORK
WELL PREPARED FOR CLASS DOESN’T COMPLETE SSIGNMENTS SLOPPY WORK
NEEDS TO PREPARE BETTER INSUBORDINATE
PLEASE NOTE ANY PROBLEMS IN COMPLETING ASSIGNMENTS OR TEST:_______________________________________________________________________________________________________________________COMMENTS:_____________________________________________________________________________________________________________________________________________________________________________________CONFERENCE IS REQUESTED:_____________________________(REG. ED. TEACHER’S SIGNATURE) CONFIDENTAL
PLEASE RETURN COMPLETED FORM TO: FOLDER# _____
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 54
TEACHER ____________________________ SUBJECT ______________SS# ________________________________ PERIOD _______________STUDENT ____________________________ DATE ________________CMC STUDENT: _____YES_____NOATTENDS CMD:______YES_____NOPROGRESS REPORTINFORMATION REQUESTED FOR:_____THREE-WEEK PROGRESS _____3 YEAR ____ANNUAL ____SPECIAL_____ARD MEETING ON _____AT _____AM/PM IN ROOM _____YOUR ATTENDANCE IS NOT REQUIRED, BUT YOU ARE CORDIALL INVITEDGRADES _____1ST QTR _____2NDQTR ____3RD QTR _____4TH QTR_____1ST 3RD WEEKS _____FINAL EXAM GRADE_____2ND 3RD WEEKS_____3RD 3RD WEEKS ABSENCES_____1ST 3RD WEEKS _____2ND 3RD WEEKS _____3RD 3 WEEKS_____N/C DUE TO ABSENCES
REASONS THE STUDENT HAS PASSED OR FAILED
CONGENIAL AND FRIENDLYPAYS ATTENTION STAYS ON TASK
WELL BEHAVED GOOD ATTITUDE TALKATIVE
DOESN’T PAY ATTENTION HIGHLY MOTIVATED QUIET
ENJOYS COMPETITION COMPLETES ASSIGNMENTS DISRUPTIVE
WELL PREPARED FOR CLASS DOESN’T COMPLETE ASSIGNMENTS SLOPPY WORK
NEEDS TO PREPARE BETTER INSUBORDINATE STEALS THINGS
CHRONICALLY UNHAPPY FREQUENTLY LIES OR BOASTS IMMATURE
DESTROYS PROPERTY TIRES EASILY (SLEEPY) RESISTS CHANGE
FREQUENTLY ABSENT FREQUENTLY TARDY NEAT WORK
LOUD AND BOISTEROUS USE PROFANE LANGUAGE POOR ATTITUDE
EASILY DISCOURAGED EXCESSIBELY AND TIMID OR QUIET GETS OF TASK
OTHER_____________________________________________________________________HAVE YOU BEEN NOTIFIED OF MODIFICATIONS?____HAVE ALL MODIFICATIONS BEENIMPLEMENTED? __IF THE STUDENT HAS FAILED YOUR CLASS, WE NEED DOCUMENTATION THAT MODIFICATIONS WERE IMPLEMENTED. PLEASE DESCRIBE OR ATTACH YOUR MODIFICATIONS TO THIS SHEET.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 55
SENT/RECEIVEDLIST FORM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 56
PROGRESS REPORT SENT/RECEIVED LIST
DATE__________
NAME S R S R S R S R S R
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 57
CONFERENCE FORMS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 58
STUDENT CONFERENCE FORMS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 59
STUDENT CONFERENCE FORMCRITICAL ELEMENTS
• STUDENT’S NAME
• DATE
• SUBJECT
• GRADES
• COMMENTS/CONCERNS
• ACTIONS TOBE TAKEN – WHO, WHAT, WHEN
• SIGNATURE LINE (S) FOR CM TEACHER AND STUDENT
• CONFERENCE NEXT STEPS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 60
STUDENT MONITORING FORM
TO:__________________#____________ ___________________ TEACHER CLASSFROM: _______________ #____________DATE:_____________________________RE: _______________________________ # ___________________
_____EVERYTHING IS GOING WELL, ALL WORK IS TURNED IN AND IS SATISFACTORY._____ IMPROVEMENT IS NEEDED IN THE FOLLOWING AREAS: _____TEST GRADES _____HOMEWORK _____CLASS WORK _____BEHAVIOR
COMMENTS:__________________________________________________________________________________________________________________________________________________________________________________________
PLEASE PROVIDE THE FOLLOWING SCORES (IF APPROPRIATE):READING BENCHMARK SCORES :_________________________MATH BENCHMARK SCORES:____________________________BIOLOGY BENCHMARK SCORES: __________________________U.S. HISTORY BENCHMARK SCORES:_______________________READING LAB SCORES: _________________________________ (ATTACH COPY, IF YOU PREFER)
CURRENT AVERAGE QUARTER 1 2 3 4 1ST 3 WEEKS ______ 2ND 3 WEEKS ______ 3RD 3 WEEKS ______ FINAL ______ QUARTER AVERAGE ______HAS THE STUDENT LOST CREDIT DUE TO ABSENCES? _____YES _____NO
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 61
STUDENT CONFERENCE FORM
STUDENT NAME:____________________________________________
DATE:________________________________
COURSES AND GRADES:1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
6. ____________________________________________________
STUDENT’S COMMENTS AND CONCERN
TEACHER’S COMMENTS AND CONCERNS
ACTIONS TO IMPROVE GRADES:
SIGNATURES__________________________________________________________________________________________________________________________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 62
TEACHER CONFERENCE FORMS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 63
CRITICAL ELEMENTS
• TEACHER’S NAME
• DATE
• STUDENT’S NAME
• SUBJECT
• MODIFICATIONS
• COMMENTS/CONCERNS
• ACTIONS TO BE TAKEN-WHO, WHAT, WHEN
• SIGNATURE LINE
• CONFERENCE STEPS
• NEED FOR FOLLOW-UP AND DATE
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 64
GENERAL EDUCATION TEACHER CONFERENCE RECORDELEMENTARY/SECONDARY
NAME__________________________________DATE________________
STUDENT_______________________________
______TEACHER PERCEPTIONS & ATTITUDE _____HOMEWORK COMPLETED _____WHAT_____________REVIEW OF STUDENT PROGRESS _____CONTRACT EFFECTIVE _____PREPARED ______POSITIVE ASPECTS _____GRADES BY WHOM______OVERALL ASPECTS _____BEHAVIOR PROBLEMS _____WHEN_____________CLASS PARTICIPATION _____DEVELOP ACTIONS TO BE TAKEN______CLASS ASSIGNMENTS COMPLETED _____ADAPTATIONS
SUBJECT COMMENT/CONCERNS
ACTIONS TO BE TAKEN ADAPTATIONS: WHO/WHAT/WHEN
FOLLOW-UP NEEDED _____YES _____NO DATE_____________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 65
TEACHER CONFERENCE RECORD
TEACHER_______________________________DATE__________________________________STUDENT______________________________SUBJECT_____________________________________TEACHER PERCEPTIONS & ATTITUDE _____HOMEWORK COMPLETED______REVIEW OF STUDENT PROGRESS _____CONTRACT EFFECTIVE______POSITIVE ASPECTS _____GRADES______OVERALL ASPECTS _____BEHAVIOR PROBLEMS______CLASS PARTICIPATION _____DEVELOP ACTIONS TO BE TAKEN______WHAT _____ADAPTATION______PREPARED BY WHOM _____WHEN_______
COMMENTS/CONCERNS__________________________________________________________________________________________________________________________________________________________________________________________
ACTIONS TO BE TAKEN____________________________________________________________________________________________________________________________ ______________________________________________________________
ADAPTATIONS: WHO, WHAT AND WHEN________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FOLLOW-UP NEEDED _____YES _____NODATE: __________________SIGNATURE__________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 66
TEACHER RECORD
TEACHER_______________________________DATE___________________________________STUDENT_______________________________PERSON CONTACTED____________________REASON:
___________________________________________________________________________
___________________________________________________________________________
______________________________
RESULTS/ACTION:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
FOLLOW-UP NEEDED _____YES _____NO
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 67
TELEPHONE LOG
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 68
TELEPHONE LOG CRITICAL ELEMENTS
• DATE
• STUDENT’S NAME
• PERSON CONTACTED
• TIME
• REASON
• RESULTS/ACTION
• FOLLOW-UP
• PHONE NUMBER CALLED
• TEACHER/PARAPROFESSIONAL
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 69
TELEPHONE LOG
STUDENT _______________________________ ADDRESS _______________________________PHONE # ___________________________FATHER WORK _____________________MOTHER WORK _____________________PARENTS: __________________________________________TEACHER/PARAPROFESSIONAL __________________________
DATE TIME PERSON CONTACTED
REASON PHONE NUMBER RESULTS FOLLOW-UP
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 70
CONTENT MASTERY CENTER
SUPPORT TRACKING FORM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 71
CONTENT MASTERY SUPPORT TRACKING FORM FOR SPECIAL EDUCATION STUDENT
CONTENT MASTERY TEACHER________________________________ WEEK OF _______________________SCHOOL______________________________________________
SUPPORT PROVIDED
(ESTIMATED)
STUDENTS GRADE CMC LAB
PREPARED MODIFIEDMATERIAL
CREATED MODIFIED
TESTS
CONFERENCE W/PARENT
CONFERENCEW/TEACHER
OTHER TOTAL TIME
OTHER: OBSERVATIONSTAFF DEVELOPMENTORIENTATION/MEETING
CONFERENCES W/OTHER SCHOOLPERSONNEL ETC.TELEPHONE CALLS
COPIES TO: CAMPUS PRINCIPALSUPERVISORS (see presentation
2)
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 72
CONTENT MASTERYREMINDER NOTICES
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 73
CONTENT MASTERY CENTER
REMINDER
TEAM:________________________ DATE: _______________________
STUDENTS, AS INDICATED WITH AN “X”, MUST BE SENT TO THE CONTENT MASTERY CENTER FOR ASSISTANCE. OUR GOAL IS TO MAXIMIZE STUDENT PERFORMANCE THROUGH THE UTILIZATION OF ALLAVAILABLE RESOURCES ON OUR CAMPUS.
STUDENT NAME
NOTMEETINGCMC IEP
TIMEREQ.
FAILING GRADES
POOR PROGRESS
REPORT
INCOMPLETE WORK/MAJOR
PROJECTS
GRADE OFD- IN DANGER
OF FAILING
FAILING REPORT
CARD GRADE (S)
OTHER
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 74 (see presentation 2)
TEACHER:________________________________
THE FOLLOWING STUDENT(S) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
NEED MORE TIME INCONTENT MASTERY CENTER THIS WEEK:
THANK YOU_________________________________________________
**REMINDER **
THIS STUDENT HAS NOTFULFILLED THE MINIMUM
REQUIREMENT OF ____ PERWEEK OF CONTENT MASTERY AS
SPECIFIED IN HIS/HER IEP
NAME: _______________GRADE:______DATE:________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 75
DATE:________TO:__________________TEACHER:___________________PERIOD:_____________________PLEASE SEND THE FOLLOWING STUDENTS TO THE CONTENT MASTERY CENTER TO MEET THEIR REQUIRED TIME OF ________ AS PER INDIVIDUALIZEDEDUCATIONAL PLAN.
_____________________________________________________________________________
CONTENT MASTERYWEEK OF_____________________THE FOLLOWING STUDENTS NEED TIME.
NAME TIME OWNED
______________________________________________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 76
CMCCRITICAL
ELEMENTS
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 77
CONTENT MASTERY – CRITICAL ELEMENTS
PHYSICAL ENVIRONMENT• Provide adequate space for CM ____
. Provide appropriate/adequate furniture____
• Organizes CMC effectively ____• Provides a central location for CMC ____• Displays weekly assignments/projects in CMC • Displays CMC rules and consequences
____• Displays hours of CMC operation
____
STAFFING• Open throughout the day, Monday through Friday ____• Uses a contingency plan for handling student overflow
____• Open before/after school, during recess/lunch periods ____• Creates a positive and pleasant learning climate
____• Establishes climate or courtesy and respect ____• Assists students effectively to promote success
____ • Staffed with appropriate personnel
STUDENT USAGE• Used by special education students as per IEP
____
EQUIPMENT AND MATERIALS• Provide dictionaries, encyclopedias, globes, thesaurus, maps, computer/printer, calculator, math manipulatives, cassette/player/recorders, textbooks, TE’s, alternative materials, overhead projector and screen, etc. ____
ADAPTED MATERIALS• Shows evidence of:
Audio taped materials ____ Highlighted books, worksheets, supplementary materials etc. ____ Multi-sensory materials Learning center activities ____ Advance organizers
____ Modified tests ____• Organizes above materials in a functional and Easily accessible style
____
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 78
MEETINGS
• Organizes and conducts initial faculty meeting for CMC orientation ____• Organizes and conducts student orientation____• Conducts parent orientation____• Conducts on-going teacher conferences ____• Conducts on-going student conferences ____• Schedules and conducts parent conferences as needed ____
COLLABORATION AND COPLANNING TIME
• Provides information, alternative materials, examples of modifications etc. to general educators ____• Serves as a resource to the general education teacher regarding effective instructional, behavioral and environmental strategies____• Conducts staff development as needed ____• Provides input to counselors and administrator regarding matching student learning styles to teacher’s style ____• Secures and organizes regular education teacher lesson plans ____• Provides supervision of CM paraprofessional____
DOCUMENTATION
• Documents and organizes teacher conference forms ____• Documents and organizes student conference forms ____• Maintains and organizes student sign-in sheets ____• Completes and organizes content mastery support tracking forms ____• Secures and/or distributes and organizes student progress reports (sent/received form to log this process) ____• Monitors student academic and behavior performance (progress reports, conferences, reviewing work samples, observation, etc.) ____• Completes telephone log for phone conversations ____
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 79
CONTENT MASTERY
VISITATION FORM
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 80
SPECIAL EDUCATION CONTENT MASTERY VISITATION FORM
DATE OF VISIT ______________
Campus _______________________ Visitation by ________________________
Met with ____________________________________________________________
CRITICAL ELEMENTS ADDRESSED__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
NEXT STEPS__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 81
CONTENT MASTERY
CHECKLIST
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 82
CONTENT MASTERY TEACHER CHECKLIST
Date ___________________Teacher _____________________________Student ___________________________ Grade ___________
Content Mastery provides support to students with special learning needs receiving instruction in the general education classroom;The goal is for students to achieve passing grades in general education through the provision of modifications, help with completing assignments and support for test taking while addressing (Least Restrictive Environment) Inclusion support.Assistance provided on an as needed basis rather than on a regular schedule.
PURPOSE OF VISIT: Please fill out a form for each student and subject area.
_____Subject area_____Completing independent work after guided practice_____Completing an assignment that everyone else has finished_____Completing test requiring monitoring and assistance_____Participate in a study session prior to taking a test_____Re-teach in a different mode_____Review for a test_____Read-aloud test Time in: _____________ Time out: ______________Type of assignment: _____________________________
Worksheet(s) #_________________ Test(s) _______
Teacher’s signature________________________________Comments_____________________________________________________________________________________
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 83
CONTENT MASTERYIEP
GOALS & OBJECTIVES
(SP. ED. MANAGER)
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 84
CONTENT MASTERY IEP GOALS & OBJECTIVES
G9: THE LEARNER WILL ACHIEVE MASTERY OF THE SCHOOL DISTRICT CURRICULUMOBJECTIVES BY COMPLETED HIS/HER ASSIGNMENTS AND MAINTAINING PASSING GRADES.
CM1: THE STUDENT WILL BE ABLE TO BRING ALL NECESSARY LEARNING MATERIALS AND/OR SUPPLIES TO CLASS.
CM2: THE STUDENT WILL BE ABLE TO MAXIMIZE ACADEMIC LEARNING TIME.
CM3: THE STUDENT WILL BE ABLE TO START PROMPTLY WITH LEARNING TASKS.
CM4: THE STUDENT WILL BE ABLE TO ESTABLISH PRIORITIES FOR LEARNING TASKS.
CM5: THE STUDENT WILL BE ABLE TO FOLLOW ORDER OF LEARNING TASKS.
CM6: THE STUDENT WILL BE ABLE TO DEVELOP SELF-DIRECTION FOR LEARNING TASKS.
CM7: THE STUDENT WILL BE ABLE TO PLAN AND BUDGET TIME FOR LEARNING TASKS.
CM8: THE STUDENT WILL BE ABLE TO REMAIN ON TASK.
CM9: THE STUDENT WILL BE ABLE TO DELVELOP RESPONSIBILITY FOR ASSIGNMENTS.
(E.G., KEEP ASSIGNMENT SHEET OR ASSIGNMENT NOTEBOOK).CM10: THE STUDENT WILL BE ABLE TO COMPLETE ASSIGNMENTS IN CLASS AND/OR OUTOF CLASS.
CM11: THE STUDENT WILL BE ABLE TO TURN IN COMPLETED ASSIGNMENTS.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 85
CM12: THE STUDENT WILL BE ABLE TO SUCCESSFULLY COMPLETE TESTS (UNIT, LEVEL, WEEKLY) ADMINISTERED IN GENERAL EDUCATION CLASSROOMS.
CM13: THE STUDENT WILL BE ABLE TO PARTICIPATE IN CONTENT MASTERY LAB LEARNING SUPPORTS TO MAINTAIN PASSING GRADES AND/OR AVERAGES.
CM14: THE STUDENT WILL BE ABLE TO PARTICIPATE IN CONTENT MASTERY LAB TEST-TAKING SUPPORTS TO MAINTAIN PASSING GRADES AND/OR AVERAGES.
CM15: THE STUDENT WILL BE ABLE TO KNOW AND FOLLOW SCHOOL RULES FOR GENERAL EDUCATION.
CM16: THE STUDENT WILL BE ABLE TO KNOW AND FOLLOW CLASSROOM RULES FOR GENERAL EDUCATION CLASSES.
CM17: THE STUDENT WILL BE ABLE TO MAINTAIN PASSING GRADES AND/OR AVERAGES FOR GENERAL EDUCATION COURSES.
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 86
CMCDATA REPORT
BROWNSVILLE ISD CONTENT MASTERY HANDBOOK 2005-2006 87
CONTENT MASTERY VISITSCampus ______________________________Month _______________________________
No. of Students
Week 1 Week 2 Week 3 Week 4 Week 5 TOTAL
Resource
BI
Speech
CMC
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GENERAL EDUCATION TEACHER SURVEY
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CONTENT MASTERYYEAR END EVALUATION AND NEEDS ASSESSMENT
School year ________-________We encourage you to assist in the process of evaluating the Content Mastery/Learning Center in your building by completing the following questions and statements.
Check the appropriate box
SYAWLA
TSOMLA
NETFO
SEMITEMOS
MODLES
REVEN
TSOMLA
1. Do you conference with the Content Mastery teacher?
2. Are you made aware of modifications that may be appropriate for subject area?
3. Are you made aware of the contents of each special education student’s Individual Education Plan?
4. Are students as a whole reluctant to leave?
5. Are there times when you forget to send students to the CM Center?
6. Are students sent to the Center for re-teaching of a skill or concept, review for tests and taking the test?
7. Do you provide the CM teacher work sheets, tests, copies of overheads, maps, etc., ahead of time so that prior preparation in the Center is possible?
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Check the appropriate box
SYAWLA
TSOMLA
NETFO
SEMITEMOS
MODLES
REVEN
TSOMLA
8. Do you feel that the CM teacher carries through with contacting students and parents about incomplete assignments, failing grades, etc.?
9. Do you feel that the overall program is beneficial for you?
10. Do you feel that the overall program is beneficial for the students?
Please list suggestions that you feel would help make the CM Center more effective.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thank you for your cooperation and input.Please return to _______________________
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STUDENT SURVEY
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CONTENT MASTERY
Year End Evaluation and Needs Assessment
School years ________ - ________Student’s Name ________________________________________ Grade __________________
Please complete the following questionnaire and tell how you feel about the
Content Mastery Program.
1. Do you think the Content Mastery Program has helped you this year?
____ YES ____ NO
2. In what ways? (Place an X before each way it has helped.)
______ Help with lessons______ Someone to read assignments or tests to me______ Someone who will listen to me______ Highlighted textbooks______ Taped textbooks______ A quieter room to study______ Organizing notebooks or materials______ Study skills______ Help in making passing grades______ Working on computer/word processor______ Test reviews______ Help before/after school and tutorial______ Hands-on (manipulative) materials for study______ Other
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3. Did your teachers like for you to go to Content Mastery?
____ YES ____ NO ____ SOMETIMES
4. Did you like going to Content Mastery?
____ YES ____ NO ____ SOMETIMES
5. Did your parents like for you to go to Content Mastery?
____ YES ____ NO ____ SOMETIMES
6. Did you ask to go to the Content Mastery Center?
____ YES ____ NO ____ SOMETIMES
7. Do you have any suggestions for the Content Master Center?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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CRITIQUE OF THECONTENT MASTERY
CENTER
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CRITIQUE OF CONTENT MASTERY CENTERS
I.SCHOOL BASED COMMUNICATION
(1) Administrative Support: ____________________________________________________________________________________________________________________________(2) Proactive materials from teachers: ____________________________________________________________________________________________________________________________(3) Procedures outlined: ____________________________________________________________________________________________________________________________(4) In-service of staff, parents and students: ____________________________________________________________________________________________________________________________(5) Problem solving: ____________________________________________________________________________________________________________________________(6) Information students: ____________________________________________________________________________________________________________________________
II.ORGANIZATION OF CONTENT MASTERY CENTER
(1) Record keeping; time data; grade data; parent contacts: ____________________________________________________________________________________________________________________________(2) Tracking of students: ____________________________________________________________________________________________________________________________(3) Folders with IEPs and modifications: ____________________________________________________________________________________________________________________________(4) Content materials: ____________________________________________________________________________________________________________________________
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III.MATERIALS
(1)Adaptations & Manipulatives: _______________________________________________________________________________________________________________________
(2)Testing procedures: ____________________________________________________________________________________________________________________________
(3)Worksheets: __________________________________________________________________________________________________________________________
(4)Highlighted texts (textbooks and resource materials): ____________________________________________________________________________________________________________________________
(5)Taped tests: ___________________________________________________________________________________________________________________________
(6)Vocabulary lists and cards: ____________________________________________________________________________________________________________________________
(7)Visual aids & charts: ____________________________________________________________________________________________________________________________
IV.TECHNOLOGY
(1)Access to technology: ____________________________________________________________________________________________________________________________
(2) In-service on use of computer: _______________________________________________________________________________________________________________________
(3)Software needs: ____________________________________________________________________________________________________________________________
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V. STUDENTS SUCCESS/MANAGEMENT
(1) Academic areas: ______________________________________________________________________________________________________________________
(2) Self-management: _____________________________________________________________________________________________________________________________________________________________________________
(3) Organization: ______________________________________________________________________________________________________________________
(4) Behavior: ______________________________________________________________________________________________________________________
VI. FUTURE PLANS OF CONTENT MASTERY CENTERS/CRITERIA FOR CONTENTMASTERY TEST SCORES
(1) Data collection: ______________________________________________________________________________________________________________________
(2) Justification of program: _______________________________________________________
_______________________________________________________________
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