Syllabus

Standards Being Taught:

•AEPS (Assessment, Evaluation and Programming System for infants and Children)

This system measures student present level of function and tracks student growth in the domains of cognition, social communication, social emotional development, fine and gross motor skills based on the students consistent demonstration of particular skills as observed in the classroom setting.

•SC early childhood standards for approaches to learning, social emotional development, language development, mathematics, physical development and health drive the preschool curriculum. The curriculum is broken into six units of study which include: myself and my school, construction, families, community, transportation, growing and changing. Student vocabulary development is anchored by the units. Instruction is modified to the appropriate developmental level of students. *Cara's Kit for Toddlers is used to created adaptations for routines and activities.

•Individualized Education Programs

Students are all being served with an individualized education plan which establishes goals for them to work toward based on consideration of their personal present level of skill. Goals are designed to help students move closer to age appropriate skill demonstration in each developmental domain. Specific tasks related to improving the skills highlighted in students' IEP's are embedded into the daily schedule of our classroom.

Curriculum

Greenville County Preschool special education classrooms are using Read It Once Again curriculum along with many other age appropriate resources. Read It Once Again aligns the practice of may basic academic, language, and motor skills with well known works of children's literature. In our classrooms we read one book per month from this curriculum to allow students become very familiar with the characters, sequence, themes, and other associated topics. Manipulative materials and games are included to increase student engagement with each book.

Progress reports

Progress is reported to parents informally through frequent conversations with the teacher and also formally through IEP progress reports which are distributed in conjunction with the school report card schedule. Three year old preschoolers do not receive a report card, and do not participate in any state or district assessments.