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SMSarala MutayalaHigh School ESE Teacher
Teach Study Skills with confidence.
A ready-to-use 9-week high-school course with engaging lessons, practical routines, IEP-aware supports, and customizable syllabus language for Georgia educators.
✓ 9-week plan✓ Daily lesson routine✓ Teacher-ready syllabus
USE THIS EVERY CLASS
Repeatable lesson routine
Teachers may shorten or extend each part while maintaining accommodations and specially designed instruction.
Mini-lesson
Model one strategy with an example, visual, and think-aloud.
Guided practice
Apply the strategy to current coursework with scaffolds.
Independent use
Student completes a small task and chooses an appropriate support.
Reflect & record
Document strategy use and progress without exposing private information.
RELIABLE PLACES TO LOOK
Your resource shelf
Use the official sources first. The school examples are models—not statewide mandates.
OFFICIAL • START HERE
GaDOE Inspire
Search Georgia course standards, curriculum maps, and standards-aligned instructional resources.
Search InspireOFFICIAL • COURSE LIST
Georgia State-Funded Courses
Check the official 9–12 course list and course-numbering information before choosing a course title or code.
Open course listGEORGIA • SAMPLE
High School Study Skills Syllabus
A Georgia school example covering organization, study habits, communication, test-taking, and academic support.
View sample syllabusGEORGIA • 2025–26 PDF
Study Skills Course Example
A current Georgia example with goals for note-taking, memory, goal setting, decision-making, and self-advocacy.
Open PDFQUARTER-LENGTH PACING
9-week course sequence
Teach one focus each week, revisit prior strategies, and use students’ real assignments only through privacy-safe, approved systems.
Week 1
Know Yourself as a Learner
Strengths inventory, learning barriers, goal setting
Free self-awareness activity ↗Week 2
Week 3
Week 4
Week 5
Week 6
Executive Function
Starting tasks, focus, flexibility, self-monitoring
Free task-starting strategies ↗Week 7
Week 8
Week 9
PROFESSIONAL GUIDELINES
Teacher safeguards
Use these steps together with district policy, training, and guidance from authorized school personnel.
Implement the IEP as written
Provide each student’s documented accommodations, modifications, services, and supports. A class syllabus never replaces or changes an IEP.
Protect student privacy
Do not display disability labels, IEP goals, grades, progress data, or identifiable student work publicly. Use district-approved systems for records.
Use accessible instruction
Offer clear directions, models, chunked tasks, multiple ways to access information, and multiple ways to show learning—without lowering expectations unless the IEP requires modification.
Use approved materials
Link to or use school-licensed, public-domain, Creative Commons, or teacher-created resources. Do not upload or redistribute entire copyrighted books, workbooks, or paid resources.
Grade the stated skills
Grade organization, strategy use, reflection, completion, and growth using a published rubric. Do not reduce a grade because a student uses an accommodation.
Follow local policy
Have the special education lead or administrator approve the course code, grading rules, attendance language, technology, and parent communication procedures.
COPY, CUSTOMIZE, THEN GET APPROVAL
Teacher-ready syllabus language
High School Study Skills — Course Overview
This course helps students strengthen organization, time management, learning strategies, executive functioning, test preparation, self-advocacy, and independent learning. Instruction includes modeling, guided practice, application to current coursework, reflection, and progress monitoring.
Student Learning Outcomes
- Use an organized system to track materials, assignments, and deadlines.
- Select and apply appropriate reading, note-taking, memory, and study strategies.
- Break larger assignments into manageable steps and monitor progress.
- Communicate learning needs appropriately and request available support.
- Reflect on strategy effectiveness and revise an independent learning plan.
Grading Template
Strategy Practice 35% • Application Tasks 30% • Learning Portfolio 20% • Reflection and Goal Monitoring 15%. Replace these percentages if district policy requires another grading structure.
Accommodations and Supports
Students will receive the accommodations, modifications, services, and supports documented in their current IEP, Section 504 Plan, or other applicable education plan. Questions about implementation will be referred promptly to the student’s case manager or appropriate school administrator.
Privacy and Technology
Student records and personally identifiable information will be handled through district-approved systems and shared only with authorized individuals who have a legitimate educational interest. Only district-approved digital tools and instructional materials will be used.