Our classroom serves students in grades 3–5 with individualized academic, behavioral, social, and functional needs. Each student’s program is based on their grade-level standards, present levels of performance, IEP goals, accommodations, and individual support needs.
Because students have different needs, their schedules, assignments, supports, and expectations may not always look the same. A student’s schedule may also change during the year as the IEP team reviews progress and makes decisions.
Our classroom uses a structured system that combines required academic work with meaningful student choices.
Throughout the day, students will alternate between:
“Must-Do” assignments selected by the teacher
Academic and preferred choices
Teacher-directed instruction
Paraprofessional-supported instruction
Independent work
Movement, regulation, and sensory breaks
Students may sometimes rotate among a teacher station, paraprofessional station, and independent-work station. Activities will generally be presented in manageable periods so that students can experience success without becoming overwhelmed.
The purpose of this system is to teach students that completing responsibilities creates opportunities for greater independence and choice.
Must-Dos are assignments or activities that students are expected to complete. They may include reading, writing, mathematics, science, social studies, IEP-goal practice, assessments, unfinished assignments, or other teacher-selected activities.
After completing assigned work, students will have opportunities to select from approved choices. Choices may include:
Educational computer activities
Independent reading
Drawing or writing
Researching an approved topic
Classroom helper jobs
Movement activities
Academic games
Teacher-approved videos and response activities
Completing additional work or projects
Other classroom choices based on student interests
Choice activities are an important part of our instructional program. They are used to develop independence, decision-making, motivation, appropriate leisure skills, and responsible use of time.
Choices are earned through completing assignments and meeting classroom responsibilities. They are not earned simply by being quiet or avoiding inappropriate behavior.
Students will use a classroom organization system to keep track of completed and unfinished assignments.
Students who complete their required work will be able to participate in preferred Friday activities. Students who have unfinished Must-Dos will use part of that time to complete their required assignments before moving to preferred choices.
Teachers will determine when work must be completed and whether an assignment needs to be accommodated, modified, shortened, retaught, or replaced. Students will not be expected to complete work that is inappropriate for their instructional level or inconsistent with their IEP.
The goal is accountability—not punishment. Students will learn that responsibilities come before preferred activities while still receiving the support necessary to succeed.
Students will receive instruction based on the South Carolina College- and Career-Ready Standards, Greenville County Schools curriculum expectations, individual instructional levels, and IEP goals.
Instruction may include:
Small-group and individual reading instruction
Phonics, vocabulary, fluency, and comprehension
Written expression, grammar, and spelling
Mathematics instruction and problem-solving
Science and social studies
Computer-based instructional programs
Hands-on learning activities
Projects and interest-based learning
Direct instruction in IEP goals
General education participation when appropriate
Assignments may be accommodated or modified according to each student’s IEP. Students participating in general education classes will follow the expectations of those classes with their documented accommodations and supports.
Each student’s IEP goals will be directly addressed and monitored throughout the school year. Data may be collected through:
Work samples
Teacher and paraprofessional observations
Curriculum-based assessments
Behavior records
Frequency or duration data
Skill probes
Student conferences
Service and progress-monitoring logs
Parents and guardians will receive formal progress reports according to the IEP reporting schedule. Families are also welcome to ask questions about progress at any point during the school year.
Students will be taught to:
Communicate respectfully
Follow adult directions
Participate in instruction
Attempt assigned work
Keep hands, feet, and objects to themselves
Respect personal space
Use appropriate language and tone
Accept help and corrective feedback
Take responsibility for their choices
Use taught regulation strategies
Ask appropriately for help or a break
Return to instruction after a break
Help maintain a safe classroom
Students will receive direct teaching, modeling, reminders, visual supports, practice, and feedback related to these expectations.
Behavior is treated as a skill that can be taught and improved. Students may receive support through:
Visual schedules
First/then directions
Choice-making
Break cards
Calm or reset areas
Regulation strategies
Social stories
Behavior mapping
Reflection activities
Positive reinforcement
Restorative conversations
Individual behavior plans
Crisis or safety plans, when applicable
Staff may collect information about specific behaviors to determine their frequency, duration, possible function, and appropriate replacement behavior. Individual behavioral goals and supports will be based on each student’s IEP or behavior plan.
Students will not lose access to required IEP accommodations, necessary regulation supports, meals, recess, or other essential services as a reward or consequence.
Behavior and classroom participation may be documented on a daily behavior data sheet. Notes may include work completion, participation, use of regulation strategies, important behaviors, and other information.
Parents and guardians will be contacted at least once each week. Weekly communication may occur through email, telephone, the take-home folder, or another district-approved method.
Weekly contact may include:
Academic progress
Progress toward IEP goals
Work completion
Behavioral progress
Successes and accomplishments
Areas needing additional support
Upcoming activities or important reminders
Additional contact will be made when there is a significant concern, safety issue, major success, or other information that should be shared before the regular weekly update.
Families are encouraged to share information that may affect the student’s school day.
Movement and regulation are important parts of the classroom day. Students will receive scheduled and individualized opportunities to move, reset, and prepare themselves for instruction.
Options may include:
Walking
Stretching
Brief exercise
Outdoor movement
Quiet reading
Drawing or coloring
Sitting in a designated calm area
Using an individual regulation strategy
Breaks are intended to help students return to learning successfully. Students will be taught to request breaks appropriately and return to the assigned activity when the break ends.
Students in grades 3–5 will receive grades according to Greenville County Schools policies. Grades will be based on classroom assignments, assessments, participation, work samples, and demonstrated understanding.
Assignments and assessments may be accommodated or modified according to the student’s IEP. A modified assignment may measure skills at a student’s instructional level while still connecting to grade-level content.
IEP progress is reported separately from report-card grades.
The primary homework expectation is regular reading at home. Students are encouraged to read with an adult for approximately 20 minutes each day.
The student may read independently, read aloud to an adult, listen while an adult reads, or alternate reading with an adult. The goal is to build reading ability, confidence, vocabulary, and enjoyment.
Additional practice may be provided when it is appropriate for an individual student. Families may contact the teacher if they would like additional materials.
Students may have a classroom snack according to the classroom schedule and school rules. Families may send an appropriate snack from home.
Students should bring water rather than soft drinks, energy drinks, or other sugary beverages unless another arrangement has been approved. Please inform the teacher and school nurse of allergies, dietary restrictions, or medical needs.
The IEP team will meet for each student’s annual review. Parents and guardians will be notified as the meeting date approaches.
Parents and guardians may request an IEP meeting at any point during the school year. Informal conferences may also be scheduled when a full IEP-team meeting is not necessary.
Families are important members of the IEP team, and their questions, observations, and concerns are welcomed.
Maintaining a safe environment is our highest priority. Students with IEPs remain subject to school and district safety policies. Unsafe behavior may result in an office referral or other administrative response.
Examples include, but are not limited to:
Physical aggression
Threats to harm oneself or another person
Serious property destruction
Possession or use of a prohibited item
Behavior that creates an immediate safety risk
Disciplinary decisions involving a student with an IEP will follow applicable district policies and special-education requirements. If disciplinary removals reach the legal threshold, the IEP team will meet to review the circumstances and determine the appropriate next steps.
Home-to-school communication is extremely important. Please contact me with questions, concerns, or information that may help us support your child.
Email: gtoney@greenville.k12.sc.us
School Phone: 864-355-0336
Calls made during instructional time may go to voicemail. I will respond to emails and telephone messages within 24 hours in accordance with Greenville County Schools policy. For an urgent matter during the school day, please call the school’s front office.
Thank you for trusting us to teach and support your child. Our goal is to provide a safe, structured, active, and encouraging classroom where students learn to complete responsibilities, make appropriate choices, work toward their individual goals, and become increasingly independent.