Syllabus
School: Bryson Middle
2023-2024
Teacher: Michael L. Patz
Class: Special Education ED
Teacher Schedule and Room Locations: D-130
Sail Consultative/Sail 8:30- 8:55
2nd Period Science 8:58-9:56
3rd Period Math 9:59-10:58
4th Period Read 180 11:40-12:25
5th Period Planning 12:28-1:13
6th Period English/Social Studies 1:17-2:14
7th Period Planning 2:17-3:15
Course Description
This class is designed to provide academic support to students with disabilities.
Focusing primarily on social & amp; executive skills, math, reading, and content standards in
conjunction with each student’s area of need as identified in his IEP, support is tailored
to the needs of each student. Students will receive academic support through direct
instruction, skill building activities, and reinforcement activities related to standards-
based instruction received in regular education classes.
Learning and Development Goals
The goal of this course is to assist middle school students by following their
accommodations for general education listed in their IEPs. This will consist of one or a
combination of class monitoring, oral testing, extended time for testing, assisting with
class work, projects and studying for tests. The resource teacher is responsible for
remediation in deficit areas, addressing transition and self-advocacy goals, and
preparation for the state testing. Due to the diversity of student learning styles, abilities,
and needs, a variety of instructional strategies will be utilized. The amount of time spent
on any one unit will depend on the instructional level of that individual student.
In the English/language arts area students will develop skills in reading, writing
and language competencies. The reading component will assist students in developing
skills needed for decoding and comprehending information. Written instruction
emphasizes both comprehension and formulation of written information. The language
competencies focus on the mechanics, grammar and conventions of Standard English.
In the area of math, concepts include basic math skills such as decimals,
fractions, percents, basic algebra, basic geometry, and measurement. The curriculum
also includes skills required for personal management tasks such as banking,
computing sales tax, and basic employment math operations.
The goal in the area of transition is to aid students in preparing for the future.
Using identified areas of interest, students will research post secondary educational
training needed for employment and develop long range plans to attain this goal.
In self-advocacy the goal is to teach students how to advocate for themselves
concerning their disability and education. With the resource teacher, students will review
their IEPs at the beginning of the year and in the spring. At these times they will discuss
what goals have been met and plans for further remediation. The students will advocate
for themselves by attending their annual review of their IEP.
Units of Instruction
English/Language Competencies
* recognize and use vocabulary by employing analysis
* use research and resource materials
* read paragraphs, short stories, and poems for content identifying main idea, details,
sequence, cause and effect, and fact/opinion
* identify elements of literature
* Identify literary devices and story structure
* use grammar and punctuation effectively
* write a paragraph with a topic sentence, supporting details, and a concluding sentence
* write an extended response with introduction paragraph, body of 2-3 paragraphs, and a concluding paragraph.
Mathematics
* compute fractions, decimals, and percent’s
* solve equations and inequalities
* graphing
* solving systems of equations
* interpret data such as tables, line graphs
* measure using both customary and metric
* integers
Read 180
Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading and writing skills.
Science
In this course students will cover Science "Safety training"; Energy transfer and conservation; Weather and Climate; Classification of living things; Animal adaptation and survival; The Kingdoms including Protists, Fungi and Plants. Matter and Interactions; From Molecules to Organisms; Ecosystems; Earth and Human activity; Motion; Waves and their applications; Inheritance of traits; Biological Evolution and Earth's pace in the universe. Reading and Writing skills that are necessary to the process of comprehension will be incorporated according to their individual IEP goals as the year progresses. The sixth-eighth grade Social Studies course will incorporate all of the standards as outlined in the South Carolina College- and Career-Ready Standards for Social Studies. The purpose of this course is to extend each student’s knowledge of world history and how it led to the development of the world they live in today.
Social Studies
Classical civilizations; Medieval period and the Crusades; How new ideas from the 1500's promoted world change; Political Revolutions and Nationalism; The Industrial Revolution; Global Conflicts of WWI, Imperialism, the Great Depression and WWII; the fight for Human Rights; The Cold War and the impact of technology, World Geography. The settlement, development, and foundation of the United States of America; the conflict and compromise in South Carolina, the Southern region, and the United States as a result of sectionalism between the period 1816–1865. South Carolina’s role in and response to the dynamic economic, political, and social developments in the United States and around the world during the period 1862–1929; the impact of world events on South Carolina and the United States from 1929 to present. Reading and Writing skills that are necessary to the process of comprehension will be incorporated according to their individual IEP goals as the year progresses. The sixth-eighth grade Social Studies course will incorporate all of the standards as outlined in the South Carolina College- and Career-Ready Standards for Social Studies. The purpose of this course is to extend each student’s knowledge of world history and how it led to the development of the world they live in today.
Transition
*identify numerous types of employment and their area
* research education and skills needed for areas of interest
* develop a long range plan to obtain employment of interest
Self-Advocacy
* review IEP objectives and accommodations with resource teacher at the beginning of
the year
* review IEP in the spring
* attend annual review of IEP and be proactive
Classroom Materials and Resources
*Chrome Book
*Notebook
*Folder
*Agenda
*Pencil/Eraser
*Pen
Class Purpose and Grading
In the resource room half of the class is designated for the student to work on his/her
general education classes’ assignments. It is important that both the student and the teacher know
what is required in those classes, therefore the agenda with assignments is an important part of
the grading process.
Grade Scale:
100-90---A
89-80---- B
79-70----C
69-60----D
59 and below F
Assessment Procedures
A progress monitoring folder will be maintained for each student, in which the progress
toward each individual’s IEP goals will be tracked. The assessment data compiled in the
progress monitoring folders will be utilized for the purpose of monitoring student
progress toward goals. Both graded and completion assignments may be used. Student
progress toward IEP goals will not be used as a measure for the assigned class grade.
Students will be graded based on class participation, bell work, and the Weekly Tutorial
Checklist. Grades are split into 2 groups: Major and Minor grades. Minor grades will
consist of activities such as bell work and other daily instructional activities. Major
grades will consist of the Weekly Tutorial Checklist and other assessments as needed.
Class Procedures and Discipline Policy
Students are to be in the classroom before the tardy bell. Agendas are to be on
their desk open to the day’s date. The resource teacher will explain their warm-up
lesson and students will work on this assignment. The amount of time spent on this
assignment will depend on the volume of work from general education classes that
needs attention.
Class Rules
3 R’s
Respect
Responsibility
Ready
The teacher will follow a five-step discipline plan for minor infractions.
Step 1 Verbal Warning
Step 2 Final Verbal Warning
Step 3 Stay After Class
Step 4 Parent Phone Call
Step 5 Referral to an administrator
Parent Contact
Parents are advised of their student’s grades by progress reports and report
cards from their general education classes. The resource teacher will also send
progress and quarterly reports detailing the student’s progress toward reaching the
goals of their IEP. Parents are also contacted on an as-needed basis through phone
calls, emails, or notes sent home.
Please feel free to contact me for any reason you feel necessary. The school
phone number is (864) 355-2135. My email address is mpatz@greenville.k12.sc.us.