Syllabus

Ms. Fortson’s Class Syllabus 25-26

Introduction:

My role as a Multi-Categorial Special Education Teacher of the Greenville County School District at Grove Elementary School is to provide Special Education support services to students in kindergarten-2nd grades who have significant learning needs. These students are typically identified as students with autism, Specific Learning Disabilities, or Other Health Impairment, but students may be identified with other disabilities as well. Most students also receive services through speech-language therapy, occupational therapy, physical therapy, and mental health services.

I work with a team to create and implement Individualized Education Plans (IEPs) for students who need extra support. We identify the student’s strengths and weaknesses, plan and set annual goals, identify accommodations and modifications, and decide on placement and services that best meet the student's needs. Students with difficulties in specific areas such as Reading, Reading Comprehension, Written Expression, Numeracy, as well as Speech, Motor Skills, and Socio-Emotional Behavior are provided necessary and related services in the hope of reaching the student’s full potential, if not completely bridging the gap. 

Syllabus

Learning and Instructional Goals

Reading:

The student will be able to:

• Pronounce words in isolation that are on the student’s level.

• Read passages and text on the student’s level by using spelling patterns and word parts to read unfamiliar words.

• Identify the phoneme-grapheme correspondence for digraphs (ai/ay/ea/oa/ou/igh).

• Identify the phoneme-grapheme correspondence for consonant digraphs (sh/th/ch/wh/ck).

• Divide multisyllabic words into syllables.

• Identify the type of vowel sounds and pronounce the word.

• Identify the type of vowel sounds and pronounce the word.

• Identify the phone-grapheme correspondence for r-controlled vowels (er/ir/ur/ear).

• Decode and correctly use inflected words with the endings ing/est/s/sd/ed.

• Use appropriate phrasing and expression when reading aloud.

Reading Comprehension:

The student will be able to:

• Make inferences or draw conclusions from information provided in passages on the student's reading level. 

• Identify the main idea from passages on the student’s reading level.

• Answer detailed questions from a passage written on the student’s level. 

• Distinguish between facts and opinions.

Writing:

The student will be able to:

• Write simple sentences with a subject and predicate.

• Expand on simple sentences using adjectives and adverbs.

• Create a paragraph with a clear focus and sequence. 

• Punctuate sentences using periods, question marks, commas, and exclamation points.

• Use capital letters for the first word in sentences, proper names of people, places, days, months, and holidays.

• Use correct spelling for commonly known words.

• Use revision and editing strategies to improve writing.

• Form letters and words with correct letter formation, sizing, and spacing. 

Math:

The student will be able to:

• Utilize strategies to add, subtract, multiply, and divide numbers.

• Identify place value.

• Identify coins and their value.

• Use coins to make change.

• Use problem-solving strategies to solve word problems.

• Identify the different parts of a fraction. 

Data Collection:

Students will be progress monitored as stated in their IEPs. Reporting to parents will be done quarterly via progress reports. Goals will be worked on throughout the year, amended when necessary, and reviewed annually. Evaluations will include curriculum-based measurements, curriculum-based assessments, teacher-made tests, standardized tests, and informal assessments.