As a multi-categorical teacher, I work to implement the individualized goals on each of my students' IEPs (Individual Education Plan) while teaching appropriate grade-level skills.

Instruction:

The students who are assigned to receive special education services have had a thorough psycho-educational evaluation and have exhibited discrepancies between aptitude and achievement. Evaluation data and formal and informal assessments are used to develop an individualized education plan or “IEP” with each student’s targeted learning goals. Each IEP contains goals for each area of concern including reading comprehension, basic reading skills, oral and written language, mathematics, and listening. Instruction is based on the students’ needs and IEP, and is coordinated with the instruction given in the regular classroom.

Calculation of Grades:

Students will not receive a numerical grade from my class. The grading scale utilized in my classroom will follow the “Criteria for Mastery” listed on each students’ IEP. 

The scale is as follows: M- mastered, P – progressing, SP- slowly progressing, R – regression, NP – no progress

The system is used to inform parents on how their student is progressing on IEP goals. You will receive interim and quarterly progress reports indicating their progress towards meeting their goals.

Homework Policy

Homework is assigned by the special education teacher. This is brief and encouraged. Students are responsible for assignments given in the regular education classroom. Depending on the accommodations in the IEP, a student’s homework may be adjusted if needed.

Classroom Management Plan

Students are expected to follow school rules as well as classroom procedures. When in the classroom, students are expected to: 

-be polite and respectful to others 

-listen attentively

-work hard and complete assignments

-follow directions given by the teacher

Students have check-in times throughout the day. If they have met classroom and school expectations, they receive a "punch" on their punch card. When they earn 10 punches, they get to choose a reward from the reward menu. 

Procedures for Non-instructional Routine

Hallway 

The special education teacher routinely teaches her students specific hall manners that include walking quietly, with hands by their side, on the colored tiles. 

Safety Drills 

Students practice safety procedures prior to school-wide drills. When in the classroom, all students know where they are to go for such drills and what the expected behavior is.

Recess 

Recess follows lunch each day for 15-20 minutes. 

Lunch 

The students eat with their classroom peers and with Mrs. Barnes' students each day from 11:40-12:05.

Other

Special education teachers are in daily communication with each individual classroom teacher that students push-in with. We work together to make sure the student is working to the best of their ability and that IEP accommodations are being followed. 

Communication

Parents will be contacted throughout the school year and are encouraged to call the school or send a note if a concern arises. I have found that students are most successful when the family and I have consistent communication regularly and we work as a team. Each family will receive:

•Progress reports

• Quarterly report cards

• Telephone calls concerning student behavior or work which is outstanding or which needs improvement

• Notification of scheduled parent/teacher or IEP conferences 

• An invitation to attend Annual IEP Conferences

Goals on the IEP will be updated as needed and the results of my students’ progress will be provided to their parent/guardian.