Course Syllabus
Multi-Categorical Self-Contained Class
Grades 3 – 5 Syllabus
In a self-contained classroom the students’ IEPs serve as their syllabus, however grade level standards are addressed as deemed appropriate and as they relate to the students’ IEP goals and objectives.
Learning and Developmental Goals
The purpose of this class is to provide specialized, small group instruction for students to help them achieve success in reading, math, and writing. Nonacademic instruction is provided for social skills, behavior, attention, study skills, and organizational skills. The Individual Education Plan delineates the specifics of academic and nonacademic instruction. Learning and instructional goals are specified in the Individual Education Plan. Students participate in the general education curriculum for social studies and science at their grade level. A copy of the accommodations page and IEP is provided to appropriate general education teachers.
Units of Instruction
Reading: Phonemic Awareness
Phonics
Word Structure
Main Idea
Details
Sequencing
Vocabulary
Conclusions
Inferences
Writing:
Spelling Generalizations
Sentence Structure
Grammar
The Writing Process
Writing a Paragraph
Math:
Number Systems
Addition and Subtraction
Multiplication
Division
Geometry
Fractions
Time and Money
Story Problems
Instructional Materials
SPIRE
Making Connections
Edmark
Explode the Code
Saxon Math
Touch Math
Attainment Curriculum
Unique Curriculum
Reasoning and Writing
Thinking Maps
Handwriting Without Tears Printing
Variety of educational games and puzzles
Flash Cards
Handwriting Paper
Specialized Handwriting Without Tears Paper
Calculators
Math Manipulatives
Basic School Supplies
Computers and Printer
iPads
Construction Paper
Promethean Board
Educational Software
Variety of children’s literature
Dictionaries
Dry erase boards and markers
MP3 Players
Flip Cameras
Rulers
Number Lines
Graphic Organizers
Maps
Assessment Procedures
The students who are assigned to this class have been formally identified as having academic or nonacademic difficulties that significantly impact their educational progress. Each student has an Individual Education Plan with appropriate goals and objectives, and criterion for mastery of those objectives. The teacher will periodically assess the students formally and informally using the standard grading scale. Students will be graded on the work accomplished at their instructional level. Grades will be recorded.
All students participate in the appropriate state and district assessments including PASS, SCREADY, Alternate Assessment, and district benchmarks. All students will take the assessment on their grade level with the appropriate modifications and accommodations. These modifications and accommodations are stated in the students’ IEPs.
Parents will receive progress reports for their child’s specific IEP objectives every nine weeks. IEP meetings will be conducted at least once per year and on an as-need basis and can be requested by the parent or teacher. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, program mastery tests, standardized tests, writing and work samples, running records, and teacher observations.
Grading Scale and Procedures
Students will be assessed on instructional level work formally and informally using the standard grading scale. Grading criteria will vary according to student and terms set forth in the student’s IEP. School report cards will be sent home every nine weeks. School progress report cards will only be sent home for 1st nine weeks and will be available on PowerSchool for all other nine weeks.
Grading Scale:
A 90-100
B 80-89
C 70- 79
D 60-69
F 59-0
Progress toward the students’ IEP objectives are recorded as follows:
P = Progressing
SP = Slowly Progressing
NT = Not taught yet
M = Mastered
R = Regression
Rules for Student Behavior
Students are to obey the school rules as stated in the school handbook. At the beginning of the year the class developed their own rules to follow in the classroom. The rules the decided on are:
1. Follow directions and participate.
2. Never talk when the teacher is talking.
3. Raise your hand and put your finger on your mouth.
4. Stay in your seat.
5. Listen to our teachers.
Procedures for Non-instructional Routines
Students are to follow the school procedures for hallways and for the cafeteria as indicated in the school handbook.
In the event of a fire drill, students line up and quietly walk to the designated area outside.
In the event of a tornado drill, students will line up and walk into the hallway to crouch against the wall quietly.
Students are to raise their hand and wait for permission to ask for help, to make a comment, or to answer a question.
During group time, students are to sit up straight, track with their finger, answer on cue, and respect their classmates.
Students are to complete their class jobs in the morning, or during the day after their work is finished completely and correctly.
Students may only use the computers during their assigned times. Students are to work on the assigned activity during their designated times.
Presentation of Rules and Procedures
During the first three weeks of school and after extended breaks all rules and procedures will be discussed with the students. I try to use the Love and Logic approach to behavior management. The Love and Logic philosophy emphasizes the importance of adults providing limits in a caring way. It involves building students up so they feel more capable, even after being disciplined. Consequences may be unique to similar situations. What I do will depend on the student and the situation because some students may require a behavior support plan.
Communication with Parents
Parents are contacted throughout the year. Parents are encouraged to call the school or email to discuss any concerns with the teacher. There is further communication by:
Student work
IEP progress reports
Interim progress reports
Phone calls
Good news notes
Daily Communication Folders
Parent-teacher conferences
A class web page that is updated weekly
IEP meetings
Parents are encouraged to call, email, or visit the school to discuss any concerns with the teacher
Newsletters from the regular education class
Classroom Newsletters