STUDENT TRANSITIONAL EDUCATION PLACEMENT
The Student Transitional Education Placement (STEP) program is designed for students in need of a hybrid schedule. Enrollment allows students to participate in a blending of the virtual environment, along with traditional courses. Students in this program engage in one or more classes in a carefully structured environment under the guidance of the program staff. To be enrolled, students must be referred to the program by counselors or administrators; students may not simply elect to participate in the program.
The courses offered in this program are taught in a virtual fashion, utilizing the virtual courses of Manheim Township as well as courses offered by other virtual course providers. Students in the STEP program can conceivably complete the following core academic requirements within this program. The course descriptions for these courses can be found in the various content areas of this guide.
Students in need of credits other than those listed above could possibly make requests, which would be addressed on a case-by-case basis by consulting with administration and the school counseling department.
ENGLISH LANGUAGE LEARNERS
English Language Learners have access to specially designed English classes which can be accessed in the English section of the guide. ELL students also have access to a support classroom during the school day where they can receive additional support for the language development and classroom needs.
CO-TEACHING SUPPORT
Manheim Township utilizes co-teaching when deemed necessary by building and district administration, but does not use it as a frequent practice.
EMOTIONAL SUPPORT PROGRAM
The Emotional Support Program is designed to provide services for students with a disability who require services primarily in the area of behavior support. Participation in the program is determined through the coordination of the IEP Team.
Students in the emotional support program will generally take their core academic classes (English, Mathematics, Science and Social Studies) in the emotional support classroom. However, some students in the program may also take courses in regular education classes as determined by their IEP. In addition to the core academic classes, Core Values (#SPE023/023ES/023AS) and Academic Support (#SPE001) are offered based on a student’s IEP.
LEARNING SUPPORT: CORE COURSES
The core (English, Mathematics, Social Studies, Science, and Reading) academic courses for special education students are listed in the individual content areas. These courses are designed to provide services for students who require services primarily in the areas of reading, writing, math or speaking and listening skills related to academic performance. The special education staff will assist with scheduling students into the appropriate level of instruction whether that course is a Special Education or Regular Education course. The Fundamentals of English course is exclusively for special education students who are not yet prepared for a traditional regular education class.
LEARNING SUPPORT: support COURSES
Academic Support
Grades 9/10/11/12, #SPE001, ¼ credit / 2 periods (FY) or ½ credit / 5 periods (FY)
The purpose of Academic Support is to reinforce the regular education classroom instruction. Organizational strategies, study skills, support for online coursework and specialized testing assistance is available. Eligible students may take the course for credit, or may participate on an as-needed basis, depending on their individual plans developed. Students will be registered for this class based upon student needs as described in the IEP.
Students may earn a maximum of 1⁄4 credit by completing the equivalent of 2 periods a week for the year, or credit by completing the equivalent of 5 periods a week for the year.
Enrollment Information: To enroll in the course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Career Exploration
Grades 9/10/11/12, #SPE011, ½ credit, 5 periods (S)
Students electing this course will participate in the process of vocational exploration through an overview of careers and personal goal setting. Students will explore various careers and identify personal strengths that correspond to these careers. Strengths and aptitudes will be explored through a series of personal inventories. Students will be expected to complete a resume and a mock interview.
Enrollment Information: To enroll in the course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Core Values
Grades 9/10/11/12, #SPE023/023ES/023AS, 1 credit, 5 periods (FY)
These courses are designed to help students with emotional, behavioral, and organizational needs learn the skills to be successful in the educational and community settings. Students will work on improving themselves and their relationships with others. They will focus on developing skills such as self-advocacy, dealing with difficult situations, time management, organization skills, and interpersonal relationships. Students will be required to participate in group discussions and complete projects, which will focus on individual needs as outlined in IEPs.
Enrollment Information: To enroll in these courses, students must have an IEP. Placement into the course is at the discretion of the special education staff.
life skills program
The Life Skills Program is designed to provide services for students with a disability who require services primarily in the area of academic, functional, or vocational skills necessary for independent living. Participation in the program is determined through the coordination of a student’s parents and the special education staff.
Functional English Language Arts
Grades 9/10/11/12, #SPE101, 1 credit, 5 or more periods (FY)
Functional Mathematics
Grades 9/10/11/12, #SPE102, 1 credit, 5 or more periods (FY)
Functional Science
Grades 9/10/11/12, #SPE103, 1 credit, 5 or more periods (FY)
Functional Social Studies
Grades 9/10/11/12, #SPE104, 1 credit, 5 or more periods (FY)
These courses address skills which apply academic skills to real life situations at home, on the job, or in the community. This program is designed for secondary students with significant cognitive disabilities and who will be following a curriculum based on the Pennsylvania Alternate State Standards in the areas of Math, Language Arts, Science and Social Studies. These courses can be repeated for credit.
Enrollment Information: To enroll in these courses, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Independent Living Skills
Grades 9/10/11/12, #SPE105, 1 credit, 5 or more periods (FY)
This course will address the personal maintenance skills, domestic maintenance skills, social skills, and safety and health skills needed to prepare students for life after high school. Students will participate in a variety of performance-based activities in school and the community to build and maintain these skills. This class will assist students in developing the skills essential to become productive and independent citizens. Students will gain practical knowledge and skills in the areas of self-care, budgeting, consumer education, vocational options and recreation and leisure. This course can be repeated for credit.
Enrollment Information: To enroll in this course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Transition Skills
Grades 9/10/11/12, #SPE107, 1 credit, 5 or more periods (FY)
This class has a focus on life activities and pursuits, such as work, post-secondary training, transportation, community access, etc. A general exploration of post high school education and skills needed for careers that students might be interested in pursuing is emphasized. This course provides an opportunity for students to relate classroom vocational skills to a school-based job site or competitive community employment situation. A job trainer is available to assist with work crews, career exploration, and job readiness skills. Job skills will be evaluated by staff through work-based rubrics and evaluations. This course can be repeated for credit.
Enrollment Information: To enroll in this course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Social Skills
Grades 9/10/11/12, #SPE108, 1 credit, 5 or more periods (FY)
This course will address skills needed to appropriately interact with people at school, at home, in the workplace, and in the community. Students will participate in a variety of performance-based activities in school and the community to build and maintain these skills. The course incorporates a lot of modeling and role-play. This course can be repeated for credit.
Enrollment Information: To enroll in this course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
Work-Based Learning
Grades 11/12),#SPE109, 1 credit, 5 or more periods (FY)
This program is designed to help students make meaningful career decisions and a smooth transition from high school to the world of work. The coordinated set of activities shall be based on the individual’s educational program as well as preferences and interests. The course will include direct instruction, community experiences, the development of employment and other post-school adult living objectives. When appropriate, acquisition of daily living skills and fundamental vocational evaluations will be done. Students will learn effective job interviewing techniques, appropriate work strategies, tax forms, creative thinking, problem solving, and conflict management skills.
Enrollment Information: To enroll in this course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
multiple disabilities support
Multiple Disabilities Support
Grades 9/10/11/12, #SPE110, 1 credit, 5 or more periods (FY)
Students with multiple disabilities will receive instruction in the Multiple Disabilities Support (MDS) classroom as determined by their IEP team. Instruction focuses on their individualized goals and is oriented to developing skills and behavior that emphasize communication, functional math and reading skills embedded into daily living skills. Additionally, students will be provided with therapies and nursing services as needed. All services are provided as mandated by IDEA ’04, PA Chapter 14 and other applicable laws.
Enrollment Information: To enroll in this course, students must have an IEP. Placement into the course is at the discretion of the special education staff.
reading support
For students who demonstrate reading difficulties in their coursework and/or on district administered assessments, Manheim Township High School offers supplemental reading courses. The primary goal for these courses is to help students develop the reading skills needed to successfully read and comprehend the challenging texts they will encounter during their high school experience and beyond. Please refer to Course Descriptions for complete information about the specific focus areas for each course. Students do not elect these courses.
Strategic Literacy 1
Grades 9/10/11/12, #REA011, 1 credit, 5 periods (FY)
This is an introductory high school level reading course that is required for students who have tested significantly below their current grade placement on a standardized reading assessment. Using a variety of texts from many genres, this course focuses primarily on improving comprehension, vocabulary, writing, and fluency through the teaching and use of active reading strategies.
Enrollment Information: To enroll in the course, students must have been identified by reading staff as needing supplemental reading instruction.
Strategic Literacy 2
Grades 10/11/12, #REA012, 1 credit, 5 periods (FY)
Prerequisite: Completion of Strategic Literacy 1
This reading course builds on reading strategies introduced in Strategic Literacy 1 and is required for students who have tested significantly below their current grade placement on a standardized reading assessment. Using primarily nonfiction text sources, this course is designed to improve comprehension, vocabulary, fluency, and written expression, and places special emphasis on analysis of text structures.
Enrollment Information: To enroll in the course, students must have been identified by reading staff as needing supplemental reading instruction.