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Ms. S. Delgadillo
Ms. S. Delgadillo


Welcome Back!!

Dear Parents,

I hope that you and your children have had a fantastic summer break and that you are off to a great start for the 2016-17 school year here at Washington Prep! I am very happy to be here at Washington and I’m looking forward to working with all of my students.

As your child’s teacher, I will be working hard to help him/her make significant academic progress in a safe, structured, and positive environment. I will maintain regular communication with your child’s general education teacher and I will keep you informed with regards to your child’s progress.

I strongly believe that parents and teachers must work as a team to ensure that the children get the most they can out of each school year. You can help by:


creating a daily 15-30 minute silent reading time with a book of his/her choice that is not difficult to read.


discussing what they have read and asking questions about their school day in general.


reading to your child and having them read to you regularly.


helping your child with homework, as well as signing and returning completed work or notes from the teacher.


calling or writing a note to the teacher with any questions or concerns you have.


encouraging writing often (letters to friends or relatives, short stories, keeping a journal/diary, etc.)


practicing basic math skills a few times a week.


getting your child to school each day and on time.


attending meetings and contacting the teacher ahead of time if there is a problem.


Working together, we can make this a very positive and productive year for your child.


Ms. Delgadillo

Classroom Syllabus

Course Syllabus

Washington Preparatory High School

ID Program


Course: Community Based Instruction Program

Alternative Curriculum

2016-2017 Academic School Year

Room Number: 6108

Teacher: Ms. Delgadillo

Para Professionals:  Ms. Lopez and Mr. Morris


Teacher contact information:

                                                10860 S. Denker Avenue

                                                Los Angeles, Ca 90047

                                                Phone: 323-418-4000 ext.6107

                                                Fax: 323-754-3517


Conference Period: 8am to 9am (Can meet with parents during this time. However, appointments are required.) 


Course Description


The central focus of ID at WPHS is taking the information learned in the classroom and implementing those skills within the community and job sites. The ID students will be instructed in these settings on a regularly scheduled basis, learning work and community skills and appropriate related behaviors.

The primary goal is to actively engage students in learning. Every year an Individualized Education Plan (IEP) is developed for each student. The objectives on the IEP come from a collaborative effort between teacher, parent, and student. Goals are written in the areas of functional math, reading, and writing, as well as adaptive and transition skills. Each ID student will be expected to attend at least one elective with the general population, usually art or PE. Usually an aide accompanies the students in class.

Goals for ID students with mild/moderate disabilities:


  1. To help facilitate and equip the student for some independence in the community
  2. To train students for employment in the least restrictive environment
  3. To provide choices for appropriate leisure skills and adequate training to acquire those skills
  4.  To teach functional/adaptable social behavior and interpersonal relationships
  5. To provide opportunities for kids with intellectual disabilities to interact with their peers that are disabled and non-disabled
  6. To communicate with the both the students and the parents the expectations of the students/parents and to familiarize our self with each child/family so we can work as a team to best serve the needs of each child


Listed below are some of the topics covered in each classroom based on IEP objectives:


  • Functional Academics                    
  • Daily Living 
  • Personal information     
  • Cooking
  • Calculator use                          
  • Clothing care
  • Survival reading                     
  • Housekeeping skills
  • Time concepts                       
  • Grocery shopping
  • Calendar information   
  • Kitchen safety
  • Money knowledge                  
  • Community safety
  • Banking procedures                   
  • Nutrition
  • Vocational Kits to increase work behaviors and fine motor skills
  • Activities designed to stimulate student language/speech
  • PE/Art class to enhance student's social skills
  • Cafeteria activities for employability skills - this does not mean all students will

            go to this area but I can work on many work related skills with the students.  The                    

            main area is increasing independence in an area of work after having instruction

            by the teacher.


Course of Study:

  1. Independent Living Skills
  2. Functional Math and English
  3. Personal Management Skills
  4. Pre-Vocational Skills
  5. Leisure Skills



            CAPA (California Alternative Performance Assessment)

            IEP (Individualized Education Program)


Annual Goals:

  1. To acquire and develop functional skills which will maximize the students potential for independent living.
  2. To improve personal management skills through demonstration of designated behaviors in the school and community
  3. To improve leisure skills through demonstration and personal experience in the school and community
  4. To improve pre-vocational skills by demonstrating appropriate 

Community-Based Instruction
Community-based instruction is taking the functional skills learned in the classroom and applying them to a community setting. Areas involved include the use of grocery stores, department stores, Laundromats, restaurants, and recreational venues. Skills employed by the students include money management, safety, etiquette, and communication skills.

Job Site Training
Job Site Training involves on campus work sites. Job Site Training enables students to learn not only the skills of a particular job but also work ethics. Examples of learned skills and behaviors include attendance, stamina/endurance, initiative, responsibility, cooperation, and appropriate social interaction.

On campus job sites include a rotation of several students that help in the cafeteria and/or with plant manager. After graduation, most of the Intellectually Disabled students go to work at an Adult Sheltered Workshop. In these workshops, various fine motor tasks are needed, and the classroom is used as a prevocational training site. Examples of tasks include collating, stapling, sorting, cutting, etc.

Course Outline
All skills taught are based on transitioning students into adulthood. The goals are very functional and emphasis is on appropriate social conduct and behavior. Based on their abilities and limitations, goals and objectives from the IEP are taught on a continual basis throughout the school year due to the need for constant weekly and daily repetition for learning mastery.

Classroom Rules and Expectations
1.  Follow the rules outlined in the student handbook (i.e., dress code, tardies, absences, etc.)
2.  Listen carefully.
3.  Follow directions.
4.  Respect others.
5. Work quietly.
6. Use age appropriate social skills (i.e., no hand holding, touching, “tattle-telling”, “baby” talk, etc.).
7. Keep hands to yourself.

 Discipline Procedure
Students are expected to follow the rules outlined in the student handbook. Failure to do so results in appropriate discipline by administrators.

Classroom discipline includes:

1. “Reflection”
2.  A note sent home
3.  Loss of activity
4.  Verbal correction
5. Telephone call to the home

Reinforcement includes:

1. Verbal praise
2. Special privileges

Grading/Assessment Policies
Report cards are issued quarterly along with interim progress reports. Grades reflect progress on IEP goals and objectives. The grading scale utilized on students’ IEPs will follow the standardized scale used to report progress in self-contained mentally disabled classrooms as presented below:

M = Mastered.

Student has successfully completed objective according to criteria on IEP.
P = Progressing.

Student is making progress toward goal but not at criteria level yet.
SP = Slowly Progressing.

Student is just beginning to perform task – needs improvement.
NT = Not Taught.

Student has not been given opportunity to perform task.
NP = No Progress.

Student has not been able or has refused to perform task.

In addition to IEP progress, quarterly report cards reflect the state mandated numerical guidelines. The students are graded on their individual abilities and teacher observation.

A 93-100

B 85-92

Above average
C 77-84

D 70-76

Needs improvement
F 63-69



Non-Instructional Routines
Students arrive on the bus or by car in the morning. They are to go to the cafeteria and wait for the morning bell to be dismissed to 1st period. From the cafeteria, the students go to class where they deposit personal belongings and start on their morning work.

At lunch, students are sent to get their lunch 15 minutes prior to the rest of the student body. The students are allowed to come back and sit in the classroom (not because they have to – they just choose to), and two adults are always present.

Special education buses arrive around 2:50 (end of 6th period) Aides accompany the students. A teacher/assistant is always on duty until all special education buses are loaded.

Parent Communication
Parents are contacted throughout the school year and are encouraged to call the school or send notes if a concern arises. During the year, each family receives:

1. Notebooks/Folders sent home daily
2. Syllabus.
3. Interim progress reports.
4. Nine-week report card.
5. Telephone calls or notes concerning behavior or other concerns.
6. Behavior Intervention Plan (if needed).
7. Notification of yearly IEP meeting.
8. Field trip information.


If you are going to be absent please call or email me. All the information you need is listed above.



Special Note:

Please feel free to call me if you ever have any questions. We are here to serve your children needs! Thanks and I look forward to a great year!


Current Assignments