Taylors Elementary School
2025-2026 Syllabus
Mrs. Cheryl Miller - Special Education Teacher
Email: ctmiller@greenville.k12.sc.us
Syllabus Outline
Individual Class Schedules
Description of Students
Learning and Developmental Goals
Units of Instruction
Instructional Materials and Resources
Evaluation of Student Progress
Student Records
Homework Policy
Make-Up Policy
Attendance and Tardy Policy
Rules for Student Behavior
Procedures for Non-Instructional Routines
Presentation of Rules and Procedures
Communication with Parents
eLearning Guidelines for Inclement Weather
1. Individual Class Schedules
Confidential and shared with parents
2. Description of Students
Confidential
3. Learning and Instructional Goals
Learning and instructional goals are specified in the Individual Education Plan. Copies of the IEP are provided to the parents. A copy of the IEP is emailed to all general and related arts teachers who interact with the student. The IEP is stored in the record room.
4. Instructional Units
Time frames of units of instruction vary depending on the students’ educational needs and are outlined in their Individual Education Plan.
Reading
Phonemic Awareness
Phonics
Word Structure
Main Idea
Details
Sequencing
Vocabulary
Conclusions
Inferences
Cause and Effect
Pre Writing Skills
Writing name, phone number and address
Math: Number Systems
Time and Money
Story Problems
Measurement
Geometry
5. Instructional Materials and Resources
Spire
Hand 2 Mind Literacy
Made For Me Literacy
Promethean Board
Unique Learning
Amira
Google Education Platforms
Lexia (MLL students, only)
Making Connections
Wordly Wise
Saxon Math
Made For Me Math
Fluency and Fitness
Following is the Scope and Sequence of our curricula below:
Spire : https://www.spedsg.com/images/images_books/Q-S/SPIRE/SPIRE_scope_and_sequence.pdf
Making Connections: https://epslearning.com/hubfs/eps-content/resources/making-connections/sample-lessons/MC_scope_and_sequence.pdf
Wordly Wise: https://epslearning.com/hubfs/eps-content/resources/wordly-wise-3000/program-overview/WW4E-POV_Final.pdf
Unique Learning Systems: purchased login required
i-Ready: purchased login required and specific to each student
Amira: purchased login required and specific to each student
Lexia: purchased login required and specific to each student
6. Evaluation of Student Progress
The students who are assigned to this class have been formally identified as having academic or nonacademic difficulties that significantly impact their educational progress. Each student has an Individual Education Plan with appropriate goals and objectives, and criteria for mastery of those objectives.
The Special Education teacher will periodically assess the students formally and informally using the standard grading scale. An alternative rubric for special needs students will determine the grade. Students will be graded on the work accomplished at their instructional level. Progress will be recorded.
All students will participate in state and district assessments including MAP, ITBS, SC Ready, and PASS. All students will take the assessment on their grade level with the appropriate accommodations. The accommodations are stated in the students’ IEPs.
Major Assessments:
In all subjects, throughout the unit as well as at the end of each unit, students will be given both formative and summative assessments. Tests vary between multiple choice, matching, true/false, and open response. Alternate forms of assessments such as working one-on-one with a teacher, working in a pair, working in a small group and working in a whole group. Students will also be assessed by class participation, question/response, and teacher observation. Assessments and grades are weighted according to district guidelines using an alternative rubric for special needs students. Both formative and summative assessments are key to the learning process.
Grading Scale and Procedures
Students will be assessed on instructional level work formally and informally using the standard grading scale (see below). Grades are given in Reading, Writing, Math, Science, and Social Studies. Students can earn credit for daily work, homework, projects, and class participation. Grading criteria will vary according to the student and terms set forth in the student’s IEP. An Alternative Rubric for Special Needs Students will be used to determine how grades are determined.
Grading Scale:
Third - Fifth Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
50 - 59 F
7. Student Records
Reporting to parents on specific progress will be done quarterly through progress statements and reports. IEP meetings will be conducted on all students annually to discuss the year’s progress and needs for the next twelve months. Additional conferences and IEP meetings will be conducted on an as-need basis and can be requested by the parent, regular education teacher, resource teacher, and/or administration. Evaluations to measure progress will include curriculum-based assessments, curriculum-based measurements, teacher-made tests, standardized tests, writing and work samples, running records, and documented observations.
8. Homework Policy
Homework may be sent home by parent request. It is not required to be completed per district policy.
9. Make-Up Policy
Students who miss a day will be required to make up missed skills when they return.
10. Attendance and Tardy Policy
Students are expected to be on time for their class and attend every day or as stated in their Individual Education Plan. Parents will be called and the office will be notified of students who have excessive absences or tardies.
11. Rules for Student Behavior
Classroom rules are discussed and modeled every morning through our Leader In Me - Habit Huddle Time. My behavior system is designed to acknowledge and reinforce positive behavior. Students' behavior will be monitored by our Leader In Me monthly behavior calendar. This behavior calendar is to be signed by parents, but not required. An additional daily note will be sent home to inform parents of student's day.
Classroom Rules:
We Will Be Kind
We Will Be Respectful
We Will Be In Control
We Will Take Care Of Our Classroom
Consequences:
Verbal warnings.
Teacher conference – “think time”
Note to the parent or call home
Referral to office.
*Some students may have individual intervention plans attached to their IEPs, which will specify a more specific procedure for managing student behavior.
12. Procedures for Non-Instructional Routines
Each morning students are to enter the room quietly, unpack, and return to the hallway with a book (optional). Students will begin morning work as directed when the bell rings at 7:45 am. Students have assigned seats and attendance is taken at 7:45.
Students may use the restroom at any time during the day in addition to our regular scheduled potty breaks and diaper changing times.
13. Presentation of Rules and Procedures
Every day of school, all expectations, rewards, and consequences will be discussed with the students. All of the expectations, rewards, and consequences are posted in the room. Expectations, rewards, and consequences will be consistently reinforced and discussed.
14. Communicating with Parents
Parents are contacted throughout the year. Parents are encouraged to call on the school to discuss any concerns with the teacher. There is further communication by:
Daily communication sheet
Student work
Updated IEP goals every 9 weeks
Phone calls, which are made on an as-needed basis
Letters mailed to the parents
Parent-teacher conferences
A class web page that is updated weekly
IEP meetings
15. eLearning Guidelines for Inclement Weather
The teacher will send home an individualized packet with the student. The teacher will be available by phone, email, and google meet to provide assistance as needed.