Embedded Files
Class Syllabus for Nyna Anderson school year 2025-2026
Program Goal:
The primary goal of the Greenville County Schools 4K program is to provide a first school experience that lays the foundation for future academic success. This involves fostering foundational skills in literacy and math through play-based learning and age-appropriate instruction. The program also aims to develop children's social and emotional skills, preparing them for the demands of kindergarten and beyond.
Profile of Students in 3K and 4K in a multi-categorical class:
Students in a 3K and 4K multi-categorical classroom have all been identified as students with a disability in one or more of the following areas: Developmental Delay, Orthopedic Impairment, Speech and Language Delay, and Autism. Students in the classroom are 3 to 5 years old. Each student has an Individual Education Program developed specifically to meet their individual needs.
Measurable Student Goals:
The goals set for the children are created and monitored based on a number of criteria:
IEP goals
Teacher and therapist observations
Evaluation Reports
Parent Input
Samples of children's work
Photos
Progress monitoring documents
Assessments such as Brigance (Inventory of Early Development III), STAR student learning profiles and Speed DIAL 4
SC Early Learning Standards
All IEP goals are evaluated using progress monitoring documents and teacher / therapist observations every quarter of the school year. Families will be sent the progress report via email and in their child's daily communication folder.
If it appears that progress is not being made on a certain goal an IEP meeting may be held to discuss changes to the goal, in order to make it more appropriate for the student and their current level.
In addition to IEP goals the children are continuingly working on South Carolina Early Learning Standards domains of :
Approaches to Play and Learning
Social and Emotional Development
Health and Physical Development
Language Development and Communication
Mathematical Thinking and Expressions
Cognitive Development
Instructional Curriculums:
We will be using Read It Once Again, Learning without Tears and STAR as our main sources of curriculums this year. These resources will help us to integrate the Early Learning Standards into our every day learning, while ensuring the lessons are not only age and developmentally appropriate, but also are differentiated to each student's learning. Awareness of letters, phonics and numbers will also be incorporated into these lessons.
This year's learning units for Read It Once Again are:
Classroom Materials:
Early childhood programs engage children in developmentally appropriate learning experiences that build a strong foundation for future learning. Additional materials are introduced into the classroom as needed to support specific themes or projects. Some materials and resources used are:
Promethean Board
Boom Cards (boomlearning.com)
Adaptive Seating
Adaptive Books
Visual Aids
Visual Schedules
Puppets
Assessments:
Students in a multi-categorical class have had psychological education evaluations and have qualified for placement in a 3K or 4K Special Education class. This procedure follows district, state and federal guidelines. Evaluation data and formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for the mastery of each goal is included in the IEP as are methods by which mastery will be assessed. Data sheets that are relevant to the goal are used to track progress. This may include scatterplots, rating scales, anecdotal notes, behavior logs, progress tracking, or task analysis sheets. Each child’s progress will be reported to parents via progress reports at the end of each academic quarter. Information received from other staff serving students are required to keep a separate record and reporting data. According to the student’s model of service, data may be completed and evaluated with the therapist and the teacher. 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. Informal assessments are also kept on the children regarding curriculum areas. This information is also used to develop goals for the next year and to help the teacher plan activities and lesson plans.
Home/School Connection:
A strong home-school connection in preschool lays the foundation for a child’s success by fostering a collaborative partnership between families and teachers. When educators and parents work together, they create a consistent and supportive environment that nurtures children's development and learning. Open communication, shared goals, and mutual respect help build trust, allowing teachers to better understand each child’s needs, background, and strengths. Families are encouraged to participate in classroom activities, contribute to decision-making, and reinforce learning at home. This partnership not only enhances academic and social outcomes but also helps children feel secure, valued, and confident in their early learning journey. Parents will be provided with opportunities to engage in classroom learning through the sharing of hobbies, skills or professions, supplying materials for special classroom projects, sending in artifacts of their child's continued learning at home, volunteer on field trips, and attend parent workshops.
Parent Communication:
Communication between teachers and parents in crucial to building a home/school connection. There are a number of ways the teacher will communicate with parents throughout the school year:
SeeSaw app- This app enables families and teachers to communicate quickly and efficiently.
Parents are also encouraged to send an email to the teacher's school email address. This is also one way progress reports and IEP paperwork will be shared.
Parents may call the school if there is an immediate issue or may request the teacher call them to discuss a concern. Phone calls can typically occur when there are no children in the classroom between the hours of 2:15pm and 2:45pm.
IEP meetings are held annually and in some cases at the end of the school year.
Progress reports are sent home at the end of each academic quarter.
Communication folders are sent home daily and may contain notes from the teacher or the parent.
Classroom Expectations:
All classroom expectations will be posted with visual and written components, as well as reiterated verbally. These expectations will be presented on the first day of school and will be the class will be reminded of them daily. Classroom expectations are centered around safety and are presented as positive statements. The expectations in the classroom are:
Walk inside school
Listen to others
Use inside voice
Use gentle hands
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