1. Who participates in the resource program?
The students who are in the resource program have had an evaluation and a team has reviewed the information along with information from classroom performance to determine that a student qualifies for services and to develop an IEP (individualized education plan) for the student for the year. This includes the pullout model and the inclusion resource model (student's stay in the general education class while the special education teacher comes into the room to provide services). Resource classes include students with learning disabilities, emotional disabilities, autism, other-health impairments, and mild mental disabilities.
2. How do I communicate progress each year?
Progress Reports: Goals and objectives on the IEP will be updated quarterly and the results on your child’s progress will be provided. You will receive either an interim or quarterly report every four and one half weeks.
Parent conferences: Conferences are welcome throughout the year. Call to set up a conference time. If we need to make changes to the IEP, an administrator and the classroom teacher will also attend the conference. However, if the purpose of the meeting does not require a change to the IEP, I will meet with you individually.
3. What are the expectations for behavior at school?
Classroom Commitments for Behavior
At Fork Shoals School, we build a school family where safety, connection, and problem-solving are at the heart of learning. As a Conscious Discipline and PBIS school, our shared commitments reflect our STAR commitments and support the development of social-emotional skills alongside academics.
Our Schoolwide Commitments
We agree to follow these STAR commitments:
Stay Safe
Take Responsibility
And
Respect Everyone
These commitments guide our actions and help us build a strong, connected school family where everyone can learn and grow.
Celebrating STAR Behavior
We recognize and celebrate students who make helpful choices and live out our school commitments:
Star Cards are given to students who demonstrate safe, responsible, and respectful behavior.
Every Star Card is an opportunity to be celebrated:
Weekly Drawing: Each Star Card is entered into a weekly drawing. Two cards are drawn per grade level are announced on the Fork Shoals Morning News, receives a “Shout Out Cheer” at the Bell Tower, and a Star Pencil!
Classroom Incentives: Students may trade in Star Cards for meaningful rewards.
Star Card Incentives
5 Star Cards – Choose one:
Special Seat in Class
Choose a Book for the Teacher to Read
Choose Any Class Job for a Week
Loose the Shoes
Write with a Special Pen or Marker
Choose Music for the Class (GoNoodle)
Do 1/2 an Assignment
Extra Computer Time
Free Choice Time
No Homework Pass
10 Star Cards – Lunch with a Friend
20 Star Cards – Extra Recess with Another Class
30 Star Cards – Join Mrs. Reid on the News for a Special Shout-Out
40 Star Cards – Ice Cream Certificate for the Cafeteria
Big Bright Stars will be reserved for celebrating outstanding work in Related Arts classes.
Responding to Mistaken Behavior
We view behavior as a form of communication and an opportunity to teach missing skills. When students act outside our commitments, we respond with empathy, connection, and consistency.
Guidelines for Responding to Behavior:
1st Time: A verbal reminder is given, and the student is re-taught the expected behavior with connection and encouragement.
If behavior continues: A Classroom Discipline Report (CDR) will be completed. Parents are notified, and a consequence such as:
Structured recess time (5 minutes)
Silent lunch
Temporary removal from group activity
will be used to help the student reflect and reset.
Other logical consequences
Three CDRs within 45 days or one severe behavior will result in an office referral for administrative support.
After two office referrals, a conference with administration, the teacher, and the family will be held to create a support plan.
Classroom Support Tools
To keep our classroom safe and supportive for all, the following tools may also be used:
Temporary loss of privilege (e.g., seating choice or delayed recess)
Parent contact by phone, email, or note
Student check-in or conference with an administrator
Referral to administration when needed
These tools are always used in conjunction with teaching and supporting the child in making better choices. The goal is not to punish, but to help the student reconnect, reflect, and return to the group ready to learn.
4. What are the classroom rules?
1. Follow directions quickly.
2. Raise your hand to speak.
3. Listen when someone is speaking.
4. Be a kind friend.
5. Always do your best work.
6. What are class procedures? (Pullout model)
(1) Bring Chromebooks to class.
(2) Go to the bathroom before class.
(3) Other than Chromebooks, the resource teacher will provide all needed materials (pencils, notebooks, dry erase markers, etc.
(3) Clean up your materials at the end of class.
*** note*** Inclusion resource classes follow the general education classroom and school-wide procedures.
7. What are the long term plans for the year?
Please refer to your child’s IEP for information about goals for instruction.
Greenville County Schools Special Education Department uses Reading Horizons for reading decoding instruction.
Greenville County Schools Special Education Department uses Making Connections for reading comprehension instruction.
Greenville County Schools Special Education Department uses Zones of Regulation and Social Thinking for Social/Emotional Learning (SEL) instruction.
8. Are grades given in resource?
Resource students do not receive grades from the resource teacher. All grades are given by the general education teacher.
In rare cases, students may receive a modified curriculum. If a student is on a modified curriculum, the resource teacher may provide some grades for the subject or subjects in which they are on a modified curriculum. This decision will be made at the student's IEP meeting.
9. What is the grading scale?
If students in resource class are receiving instruction that supplants the general education curriculum (modified curriculum), they will graded on material on their instructional level, not their grade level. The Grading Scale is 90-100 A 80-89 B 70-79 C 60-69 D 0-59 F