Syllabus
Washington Center
Ms. Grose’s Classroom Syllabus
2023 - 2024
Description of Students & School
This class consists of seven students in various secondary level grades. Individualized Education Goals are written to reflect selected state academic standards and student needs. Goals in my classroom address functional skills that are used in their everyday life and academic instruction as guided by the Unique Curriculum and state standards.
Due to diverse student abilities, I use a variety of individualized communication systems, supports such as physical assistance, physical prompts, verbal prompts, and a wide spectrum of assistive technology applications and/or devices. Supports may be intermittent, limited, extensive or pervasive.
Technologies in my room include: Promethean Board, iPads, touch screen computer, specialized software, voice output communication aides, the Unique curriculum and adapted books for literacy. A large variety of Low Tech devices are also utilized such as grips for writing implements, enlarged materials for easy access/grasp and an abundance of specially produced teacher made materials.
Participation in our multi-sensory environments is a significant part of our classroom program. These students are engaged in activities in the multi-sensory room, the adapted playground, and adapted physical education program. These environments provide a safe way for them to engage in activities beneficial to their physical well-being as well as acquiring life-long healthy habits and expanding their repertoire of recreation/leisure activities. Sensory Integration is a necessary component of our students’ programming.
The speech/language pathologists direct our assistive technology/augmentative communication program. Students who meet criteria receive services as mandated by the IEP Committee’s decisions within the student’s Individual Educational Plan (IEP). The speech therapists assist in developing communication systems that are unique to the different levels of functioning and needs of each child.
All related services, when appropriate, are provided in the classroom or the natural environment. Functional skills taught to our students should be taught in the most relatable environment for the child. For example, feeding skills may be taught in the cafeteria, mobility skills may be taught on the sidewalks, and speech therapy may be delivered during ‘Circle Time’.
Students are involved within a variety of environments, which enable inclusion in many communities such as their school, nearby shopping areas, and other public venues. These different community environments provide real-life learning opportunities supporting a greater opportunity for independence, modeling, and inclusion with non-disabled persons. This supplementary instruction and support can be best seen during our Curriculum Based Instruction (CBI) trips.
Students also attend related arts classes including Art, Music, Adapted Physical Education, Library, Daily Living and Environmental Exploration weekly. Our students love to learn and practice the different skills that each of these classes has to offer. The Environmental Exploration program provides a variety of science and pre-vocational opportunities while the Daily Living program addresses household skills.
Learning and Developmental Goals
My primary goal is to actively engage students in learning opportunities and activities that are as age appropriate as possible and result in the greatest amount of learning. Each student’s instructional day will be designed in a variety of activities to meet the objectives described in his/her Individual Education Plan (IEP). The state curriculum standards for Language Arts, Math, Science, and Social Studies will be addressed when appropriate using accommodations and adaptations. These standards will be evaluated using the SC-Alt Assessment.
A variety of instructional approaches, that integrate high and low technologies, will be utilized to accommodate the diverse levels of each student. Students will receive an interim and quarterly report of their goals and objectives based on daily and weekly documentation. IEP goals and objectives are written in the areas of:
Academics (Math and ELA)
Communication
Functional Skills
Fine motor Skills
Transition Skills
Units of Instruction
Students will be exposed to several different units of instruction
Instructional Materials and Resources
Chart Paper
Laminating Supplies
Adapted Books
Switches and a variety of mounting systems
Adapted toys
Communication systems
Voice Output devices
Environmental control units
Cooking materials
Velcro
Ethafoam supports
Song Boards
Objects (Object communication)
Adapted computers
Specialized educational software and software for preparing communication systems
Adapted seating equipment
Mats
Positioning equipment
Adapted feeding tools/accessories
Finger paints
Thematic language units
Thematic science units
Thematic social studies units
Puzzles
Puzzle switches
Stickers
Sensory kits
Rubber stamps
Magnetic materials
Felt
Manipulatives
File Folders
Audio/visual equipment
Art supplies
Digital Camera
Pre-Vocational Materials
Touch Screen Computer
iPad
Unique Curriculum
Assessment Procedures
The students who are assigned to this class have had psycho-education evaluations and have qualified for placement in a self-contained classroom for mentally disabled students; this procedure follows district, state and federal guidelines. Evaluation data and formal and informal assessments are used to develop annual IEP’s with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition, all students must also meet the attendance requirements of the district.
I will use data sheets to track progress on a daily basis. This progress will be reported to parents at interim and quarterly dates specified by the district calendar. Students in 3rd through 8th grade and 10th grade will participate in the SC-ALT Assessment.
Other staff serving students are required to keep a separate record and reporting system. According to the student’s model of service, data may be completed and evaluated with the therapist and the teacher. Objectives may be written with several different staff members who are responsible for implementation and data keeping. Evaluations to measure progress will be retrieved from data sheets. Parents will be contacted if a student is exhibiting poor progress where a revision of the IEP may be necessary.
Grading Scale
The grading scale utilized in my classroom will follow the standardized scale used to report progress in self-contained mentally disabled classrooms. See the scale listed below:
M = Mastered - Student has successfully completed objective according to criteria on the 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 and
needs improvement
NT = Not Taught- Student has not been given opportunity to perform task
R = Regression- Student not able to perform at previous level NP = No progress- Student has not been able or has refused to perform task
Rules for Student Behavior
Classroom rules have been developed with the understanding of the level of the students. The rules in my classroom are posted using picture symbols, as this is the method the majority of my students use for communication purposes. Good behavior is rewarded with praise and sometimes a special activity. Positive behaviors are always reinforced!
Our rules are:
Be Kind!
Be a good listener!
Be a hard worker!
Procedure for Non-Instructional Routines
Once arrived in the morning, students are unloaded from buses and cars and brought to the cafeteria. Students will be brought to the classroom at 7:30am. Students will prepare for the day once they arrive to the classroom by following the arrival hygiene and feeding schedule.
Communication with Parents
Each student will be supplied with a notebook for communication to and from home. As well as a notebook, parents will receive a quarterly newsletter notifying them of events, holidays and community outings. Parents are always invited to attend outings and events. If needed, a personal phone call will be used. School nurses will contact parents about medical needs or report to the teacher to make contact with parent.