Special Education Information
DESCRIPTION OF STUDENTS, LEARNING AND DEVELOPMENTAL GOALS, AND UNITS OF INSTRUCTION
The instructional units will focus on selected goals from the student’s IEP (Individualized Education Program). These goals are written on each student’s instructional level.
GOAL: BASIC READING/READING FLUENCY
Identify and/or name upper and lowercase letters
Identify words that start or end with the same sound
Will state rhyming words for words given orally
Read words in isolation
Read selections
Identify short/long vowels
Identify initial and final consonants Identify consonant digraphs and blends
Determine and divide compound words
Divide multi-syllable words
Identify r controlled vowels
Identify consonant and vowel digraphs
Read and write contractions
GOAL: READING COMPREHENSION
Recall details
Predict outcomes
Read and follow directions
Identify sequence of events
Distinguish between fantasy and realism
Identify cause and effect
Make inferences or draw conclusions
Answer detail questions
Identify the main idea
Predict outcomes
Identify fantasy and reality from passage
Determine fact and opinion
GOAL: WRITTEN EXPRESSION
Write simple, complete sentences about a given topic
Correctly form all upper and lower case manuscript/cursive letters
Define and use new vocabulary
Write and expand simple sentences using adjectives
Define and use new vocabulary
Write an acceptable paragraph from an outline
Use correct capitalization and punctuation
Write a logical, coherent paragraph about a given topic with no irrelevant statements
Use correct verb tense
Use a dictionary to look up the correct spelling of unknown words
Proofread
GOAL: MATH CALCULATION AND REASONING
Match numeral to the number word
Tell the number that is before or after a given number
Name fractional parts shaded given a whole divided into equal parts
Add with regrouping two, three, or four-digit numbers
Subtract with regrouping two, three or four digit numbers
Solve time duration problems involving hours or minutes/after/before/between times given
State or write the time on a clock set to the hour or half hour
Solve story problems requiring 2 or 3 steps
Solve story problems requiring addition and subtraction
State the total of a variety of coins in different combinations up to $1.00
Indicate ordinals 1st, 2nd, 3rd, 4th, 5th, and last
Indicate greater than or less than using < and >
Regroup and subtract two, three and four-digit numbers
State the answer to any multiplication fact 0-9
Subtract without regrouping two or three digit numbers
Indicate greater than or less than using < and >
Compute the sum of 3 numbers with up to 4 digits
Multiply to find the product of a one-digit multiplier and a 2 digit number
State the answer to any multiplication fact 0-9
Multiply to find the product of 2 digit numbers
Solve story problems requiring multiplication and/or division
Multiply 2-digits numbers with regrouping
Indicate the combined value sufficient to make a desired purchase of $5 or less from mixed coins and currency
Compute the sum or difference of 2 fractions with common denominators
GOAL: ORAL EXPRESSION
Define and/or use new vocabulary words in a sentence
Tell a story about a picture or a series of pictures
Correctly complete analogies
Correctly group or classify words
Tell how 2 given words or objects are the same or different
Participate in conversations with the teacher or peer
Correctly answer or ask wh questions
Correctly complete analogies
Participate in conversations with the teacher or peer
Identify words that are synonyms, antonyms, or homonyms
Demonstrate understanding of idioms/words with multiple meanings/figurative language/humor
Follow a series of directions that have been read
GOAL: SOCIAL SKILLS AND TASK
Attend to group lesson without interrupting or getting off task
Complete all work assigned
Significantly reduce the amount of verbal aggression toward others
Seek attention appropriately
Come to class on time with all materials necessary
Consider alternative ways of responding and select the most appropriate response in a structured situation
Remain on task doing an assignment independently
Obey all classroom rules
GOAL: LISTENING COMPREHENSION
Repeat a list of up to 6 numbers or words (with more than one syllable) correctly
Identify and respond correctly to auditory material and ignore background noise
Identify words that rhyme
Identify words that start with the same sound
Identify words that end with the same sound
Correctly retell or answer questions about a story that was read
Tell if 2 similar sounding words are the same or different
Repeat a sentence of up to 4 words (with more than one syllable) correctly
Respond appropriately to verbal redirections from his teacher
Execute a series of up to 5 directions (with increasing length and complexity) correctly
Repeat a sentence of up to 6 words (with more than one syllable) correctly
INSTRUCTIONAL MATERIALS AND RESOURCES
MATERIALS/RESOURCES
FastBridge Fluency monitoring
SPIRE
Sound Sensible
Specific Skills Series
Daily Editing Series
Comprehension Clues
Visualize and Verbalize
Educational Games
Assessment Procedures
Most students who are assigned to this class have had a psycho-education evaluation and have exhibited discrepancies between aptitude and achievement. Other students are assigned to this class because the resource setting best accommodates their unique educational needs. 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 objective is included in the IEP, as are methods by which mastery will be assessed. In addition to academic requirements, all students must also meet the attendance policy requirements of the district.
I will periodically assess the students formally and informally using the standard grading scale and/or the “Criteria for Mastery” stated on their IEP.
All students in my classroom will participate in state and district assessments, including PASS. Some of the students will take the grade level test with appropriate accommodations.
Reporting to parents will be done every 9 weeks through progress reports, report cards, narratives, and conferences. Goals and objectives on the IEP will be updated quarterly and the results of my students’ progress will be provided to their parent/guardian. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, standardized tests, and teacher observations paired with the recording of data. Portfolios of the students’ work will be maintained and sent home weekly for parent review and signature.
GRADING SCALE
Resource is a supplemental program which works in cooperation with the classroom teacher. Students who receive grades from me will be graded on their instructional level. Primary goals for my students in all subject areas are ones related to continuous improvement and the achievement of mastery when possible.
EXPECTATIONS FOR STUDENT BEHAVIOR
Students and teacher will rate academic effort and conduct daily. Students will follow the school wide behavior plan unless otherwise stated in their IEP.
Students are expected to follow the expectations posted in the classroom. The Greenville County Schools Discipline code will also be enforced.
The school handbook, as well as classroom expectations and procedures, are discussed and practiced during the beginning of school. These expectations and procedures are reviewed periodically throughout the year.
Communicating with Parents
Parents will be contacted throughout the school year and are encouraged to call the school or send me a note if a concern arises. Each family will receive:
*Quarterly updated IEP reports
*Telephone calls or email concerning student behavior or work which is outstanding or which needs improvement
*Letters regarding homework and/or behavior as needed
*Notification of scheduled IEP conferences to be held at least once a year