As required by the Individuals with Disabilities Act (IDEA). San Mateo Union High School District provides a continuum of services for students with disabilities. Some services for students with moderate/severe disabilities are provided in conjunction with the San Mateo County Special Education Local Plan Area (SELPA) or with North County Mental Health. All programs are open to students in grades 9-12. Not all programs are provided at each campus; students are placed through the individualized Education Plan (IEP) process in the program that best meets their needs. Most students in Special Education at Burlingame High School qualify for services as having a Specific Learning Disability, Emotional Disturbance, Speech and Language Impairment, Hearing Impairments/Deafness, or Other Health Impairment, but some are identified as having a Traumatic Brain Injury, Visual Impairment, etc. The services available at BHS are Resource Specialist Program (RSP), Special Day Class (SDC), the Adult Transition Class (ATC)., and the Functional Living Skills (FLS) Program. The Resource Specialist program serves students with mild to moderate learning disabilities and other health impairments. Students in this program receive one to two periods in a Directed Studies Class which supports their work in the mainstream. The Specialized Academic Class strand serves students whose academic needs are best met through direct instruction in modified curriculum. The Adult Transition program serves students between the ages of 18 and 22 years with moderate to severe cognitive challenges. These students receive instruction in vocational and independent living skills. Other related services offered at BHS are Speech and Language Services, Vocational Services, Psychoeducational Assessments, and Mental Health Services.
Directed Studies Year Course 10 Credits
Grade: 9-12
Prerequisite: Individual Education Plan team recommendation
Suggested Course Preparation/Critical Skills: The ability to identify when one doesn’t understand a task, assignment or problem is beneficial, as is the ability to ask for help.
Course Description: The Directed Studies class supports students in the completion of academic tasks assigned in their general education classes. This class allows students time to bring general education assignment questions to class in order to support assignment completion. This differs from a homework center/study hall in that students do receive periodic direct instruction in organization, learning, and study strategies, as well as counseling in self-advocacy. Through this class, students are provided the opportunity to work with their counselor on a daily basis, in order to support IEP goals and general education academic success.
Major Projects/Assignments: Varies according to teacher. Examples include career and college research report, and personal reflection essays or projects on topics such as IEP goals, personal learning styles/multiple intelligence, progress evaluation, and outside learning experiences.
Approximate homework assigned daily: Homework is periodically assigned to reinforce the development of skills or strategies necessary for academic success.
Graduation Requirement: Elective
UC/CSU a-g Requirement: none
Algebra 0.5-1.0 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 9
Prerequisite: IEP team recommendation
Suggested Course Preparation/Critical Skills: Students should have successfully completed Pre- Algebra.
Course Description: This is the first year of a two-year Special Day Class program, and is aligned with regular education Algebra I. Students will develop their math skills, solve problems, and deepen their understanding of mathematical principles. They will build new skills based on their prior knowledge, and study math concepts in the context of real life situations, applying it to their own lives in meaningful ways. Through textbook work, group work, and various projects, students will concentrate on solving algebraic equations, working with functions, and begin more in-depth work with linear equations and functions.
Major Projects/Assignments: Students will complete a Graphing project, Property of Equality project, Consumer Math study, and will have written final exams.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Mathematics
UC/CSU a-g Requirement: none
Algebra 1.5-2.0 (Specialized Academic Instruction) Year Course 10 Credits
Grade Level: 10
Prerequisite: IEP team recommendation
Suggested Course Preparation/Critical Skills: Students should have successfully completed Algebra 0.5-1.0 (Specialized Academic Instruction)
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Course Description: This is the second year of a two-year Specialized Academic Instruction Algebra course, and is aligned with regular education Algebra I. Students will learn algebraic, consumer, and geometric math concepts to continue to build their understanding of algebra, and as much as possible study math concepts in the context of real life situations. Through textbook work, group work, and various projects, students will concentrate on areas such as inequalities, exponents, polynomials, and probability.
Major Projects/Assignments: Students will complete at least one project per semester, and will have
written final exams.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Mathematics
UC/CSU a-g Requirement: none
Geometry 0.5-1.0 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 11-12
Prerequisite: IEP team recommendation
Suggested Course Preparation/Critical Skills: Students should have successfully completed Algebra.
Course Description: This is a Specialized Academic Instruction Geometry course, and is aligned with the first half of regular education Geometry. Students will learn about the mathematics of the properties, measurement, and relationships of points, lines, angles, surfaces, and solids. Through textbook work, group work, several hands-on projects, and studying in the context of real life situations, students will learn about various polygons and such concepts as perimeter, area, volume, and surface area.
Major Projects/Assignments: Students will complete several visual/art projects per semester and will have written final exams.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Mathematics
UC/CSU a-g Requirement: none
Biology 1-2 (Specialized Academic Instruction) Year Course 10 Credits
Grade Level: 9-10
Prerequisites: IEP Team Recommendations
Course Description: This course is a year long course for students needing a Specialized Academic Instruction paced course. This course includes the Scientific Methods and Skills, Needs of Living Things, Ecology, Cells, Tissues, and Organs, Simple Organisms, Plants, Animals, Nutrition and Digestion, Support and Movement, Respiration and Excretion, Reproduction and Development, Heredity and Genetics, and Change through Time. This Biology Course will consist of theory as well as a mini lab. Students will be introduced to many unified themes which emphasize the relation between and relevance of living organisms. There will be emphasis on the study of ecosystems as well as ecology.
Major Project/Assignments: The students will complete a major project collecting both plant and animal samples. The students will have an opportunity to present their project to the class.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Biological Science
UC/CSU a-g Requirement: none
Integrated Science 1-2 (Specialized Academic Instruction) Year Course 10 Credits
English 1/2 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 9
Prerequisites: IEP Team Recommendation
Course Description: An entry level course. Instruction is based on initial and ongoing individual assessment in reading (word recognition, fluency and comprehension) and written language skills. Remediation of reading and written language skills is addressed in the context of modified grade level standards-based instruction, which includes: vocabulary development through the acquisition of affixes, comprehension strategy development (summarization, prediction, question-asking, clarification), recognition of literary devices (figurative language, imagery and symbolism), and written language (paragraph and essay structure, thesis development, accuracy in mechanics through the editing process). The writing process – Planning, Organization, Writing, Editing and Rewrite – is introduced and reinforced throughout the year. Literature includes appropriate selections from the general education ninth-grade curriculum which are modified as needed, as well as other high interest, and self-selected works. Organization skills, follow-through, preparedness, and assuming personal responsibility are emphasized.
Major Projects: Essays and research report
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time)
Graduation Requirement: English
UC/CSU a-g Requirement: none
English 3/4 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 10
Prerequisites: IEP team recommendation
Course Description: Second level English class. Students reinforce and further develop skills and concepts from the previous level of English. Students continue developing basic grammar and written language mechanics, focusing on certain parts of speech and punctuation. Literature is selected and modified from general education freshman curriculum, and include short stories, poetry, fiction and non fiction. Previously taught literary terms are reviewed, and new terms introduced and related to the course literature. The writing process, vocabulary development and fluency continue to be reinforced and developed. Organization skills, follow-through, preparedness, and assuming personal responsibility are emphasized.
Major Projects: Students write short stories, essays and poetry. Students present their work both in written form, and in oral presentation. This will include the use of technology, such as Power Point presentations.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time.)
Graduation Requirement: English
UC/CSU a-g Requirement: none
English 5/6 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 11
Prerequisites: IEP team recommendation
Course Description:
Third level English class. Students reinforce and further develop skills and concepts from the previous level of English. Students continue developing basic grammar and written language mechanics, focusing on certain parts of speech and punctuation. Literature is selected and modified from general education curriculum, and include short stories, poetry, fiction and non-fiction. Previously taught literary terms are reviewed, and new terms introduced and related to the course literature. The writing process, vocabulary development and fluency continue to be reinforced and developed. Organization skills, follow through, preparedness and assuming personal responsibility are emphasized.
Major Projects: Students write short stories, essays and poetry. Students present their work both in written form, and in oral presentation. This will include the use of technology, such as Power Point presentations.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time.)
Graduation Requirement: English
UC/CSU a-g Requirement: none
English 7/8 (Specialized Academic Instruction) Year Course 10 Credits
Grade: 12
Prerequisite: IEP team recommendation
Course Description: Fourth level English class. The students read from a wide range of writers, selected and modified from the general education literature curriculum. Genres include the short story, drama, poetry, and the novel. Non-fiction and fiction reading strategies continue to be developed. Grammar, vocabulary, comprehension, speaking and listening are taught in the context of the literature, not as isolated skill areas. This course focuses on developing students’ discussion, writing, and analytical skills. Individual and collaborative projects are assigned. Direct instruction continues in the development of correct sentence structure, parts of speech, the writing process in general, and specifically in paragraph writing and essay construction. Appropriate computer skills are integrated into various writing projects. Students access and retrieve information from reference books in the library, the internet, from oral history, and other sources. Students review skills necessary to become responsible and contributing members of our community. Organizational skills, follow-through, preparedness, and assuming personal responsibility are emphasized.
Major Projects: One per semester integrating literature, analytical skills, and the application of content to present-day life.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: English
UC/CSU a-g Requirement: none
Contemporary World Studies (Specialized Academic Instruction) Semester Course 5 Credits
Grade Level: 9
Prerequisites: IEP team recommendation
Course Description: This one semester social science course includes the study of various world cultures. The course places an emphasis on thinking, reading and writing skills. The areas of study are chosen from various world cultures. The world’s five religions are taught and discussed. Various projects, demonstrations, and exhibitions are included to develop an active learner identity. This social science course is modeled after the required general education course as developed in the California State Social Science Framework. This course is the foundation course for preparing students for Modern World History and United States History.
Major Project/Assignments: The students will complete a major project using a Descriptive Web and oral presentation. The semester final exam is written, and orally presented to the class.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Social Science
UC/CSU a-g Requirement: none
Modern World History 1-2 (Specialized Academic Instruction) Year Course 10 Credits
United States History 1-2 (Specialized Academic Instruction) Year Course 10 Credits
Grade Level: 11
Prerequisites: IEP team recommendation
Course Description: The course covers the historical, economic, social, and cultural development of the United States from the Colonization period to the present day. The course develops an understanding of American History through the use of comprehension level texts. The course evaluates and studies the development of the United States from the following perspectives; government and leadership, expansion and conflict, growth of capitalism, development of foreign policy, the domestic impact of world changes and the attempts made to include all Americans in the search for equal rights and opportunities envisioned by our founding fathers. Students learn how the past affects the present. This course helps prepare students for their participation as informed citizens of the twenty-first century.
Major Project/Assignments: The students complete a course timeline and a project of their choice based on a United States President, requiring a written report and oral presentation.
Approximate homework assigned daily: 20 to 30 minutes nightly. (Projects may require more time).
Graduation Requirement: Social Science
UC/CSU a-g Requirement: none
Specialized Academic Instruction - Integrated Science 1-2 Year Course 10 Credits
Grade Level: 10-12
Prerequisites: IEP team recommendation
Course Description: This year course deals with the interactions of matter and energy. Special emphasis is on a student's ability to perform critical analysis of problems involving physical phenomena. Topics of study include mechanics, six simple machines, heat, and thermodynamics, wave motion, light, optical systems, electricity and magnetism, atomic physics, and nuclear physics. Newton's three laws of motion are covered, as well as waste management. Students learn how to recycle, reuse and renew the valuable natural resources of the earth.
Major Projects/Assignments: The students create and design at least six to eight outside class scientific projects using the Scientific Method, collecting data and presenting their experiments to the class.
Approximate homework assigned daily: 30 minutes, 4 days per week
Graduation Requirement: Physical Science
UC/CSU a-g Requirement: none
Adult Transition Program 1 -3 Year Program
Grade Level: 12+
Prerequisite: IEP Team Recommendation
Suggested Course Preparation/Critical Skills: Student must demonstrate independence in the following skill areas: dressing, showering, toileting, eating, recognition of safety signs and the alphabet. In addition, students must be able to remain on task for at least 15 minutes, walk down a street unassisted, and follow two-step directions.
Course Description: The Adult Transition Class provides instruction to students between the ages of eighteen and twenty-two years in functional living skills. The focus of the program is to help students improve in the following functional skill domain areas: vocational, recreational, financial, transportation, socialization, safety, hygiene, nutrition and physical education. Students receive instruction in the classroom as well as the natural environment with a focus on community integration. Completion of the course prepares students for community vocational, residential and academic placement.
Major Projects/Assignments: Working at a community a job site, volunteering for a non-profit organization, participating in Special Olympics sporting events, and attending weekly field trips.
Approximate homework assigned daily: None
SPECIALISTS WHO MAY BECOME INVOLVED WITH THE SPECIAL EDUCATION STUDENTS ON OUR CAMPUS, INCLUDE THE FOLLOWING
• Adaptive Physical Education Teacher
• County Mental Health Counselor
• Psychologist
• Speech/Language Therapist
• Transition Specialist
• Vocational Specialist
At the school site there is a Student Study Team which meets weekly and reviews at risk students to determine the need for a referral to special education If a student qualifies for special education services, then and Individual Education Plan (IEP) is developed. The IEP Team includes the psychologist, parents, student, special and general education teachers, administration and any specialist who needs to be involved. The next step is placement in the least restrictive academic setting to meet the needs of the student – the Resource Program or the SDC Program. If the student does not qualify for services, the team suggests other options to help the student succeed in school.
