Syllabus
Syllabus Index
Mission Statement
Description of Student Population
Schedule
Learning and Developmental Goals
Units of Instruction
Instructional Materials and Resources
Assessment Procedures
Grading Scale
Rules for Student Behavior
Procedures for Non-Instructional Routines
Presentation of Rules
Communication with Parents
Mission Statement
The mission of Oakview Elementary School, in cooperation with the home and the community, is to prepare students for responsible citizenship, lifelong learning, and productive employment by:
Opening opportunities for all students,
Accepting individual differences,
Keeping a smile on our faces,
Varying teaching techniques,
Identifying and addressing strengths/weaknesses, and
Engaging students in meaningful learning activities while
Working as a team.
Description of Student Population
Each student has an IEP (Individualized Education Plan) which delineates the specifics of academic and non-academic instruction. Non-academic instruction provides self-help strategies for attention and behavior issues, as well as social, organizational, and study skills.
Our 2021-2022 schedule
Morning Duty: 7:15-7:45
Group One: 7:55-8:45
Group Two: 8:45-9:15
Group Three: 9:35-10:35
Group Four: 10:45-11:15
Planning/Lunch: 11:15-12:00
Group Five: 12:00-12:50
Group Six: 1:00-1:50
Dismissal Duty: 2:00-2:30
Office Contact Time: 11:30-12:00
Learning and Developmental Goals
The purpose of the resource classroom is to provide specialized, small group instruction for students to help them achieve success in academic and non-academic areas. Learning and instructional goals are specified in each Individual Education Plan. Academic areas of instruction include reading, writing, and math, based upon IEP goals which match deficit areas. All students participate in the general education curriculum for science and social studies at their grade level. A copy of specific accommodations with an explanation is provided to general education teachers.
Units of Instruction
Instructional units are designed through the use of supplementary materials from the general education curriculum and from SRA research based instructional programs.
Instructional Material and Resources
Students will be provided materials as needed from the Special Education classroom.
The following materials and resources are available to be used in meeting the goals of students.
SRA student books and workbooks
Self-selected books of varying reading levels
Student dictionaries
Sequencing cards
Puzzles
Pattern blocks
Color tiles
Unifix cubes
Rulers
Clocks
Flashcards
Counters
Computers
Magnetic letters/magnetic boards
Magnetic money
Educational software
Dry erase boards and markers
Graphic organizers
Maps/globes
Basic school supplies
Assessment Procedures
The students assigned to this class have had a psycho-educational evaluation and have exhibited discrepancies between aptitude and achievement. Evaluation data along with formal and informal assessments are used to develop annual IEPs with appropriate goals and classroom accommodations. Least restrictive environment issues are also addressed in the IEP. An individual criterion for the mastery of each goal is included, as are the method by which mastery will be assessed. In addition to academic requirements, all students must meet the attendance policy requirements of the district. Students will be assessed informally and formally using SRA guides, teacher made assessments and direct observations. Students will be graded on the work accomplished at their instructional level.
Students will participate in district and state-wide testing.
Appropriate accommodations will be provided, as stated in student IEPs.
Evaluations to measure student progress will include curriculum based assessments, teacher-made tests, standardized tests, and teacher observations along with recorded data.
Grading Scale
The grading scale will follow the standardized grading scale used throughout the school district as listed below. Under certain circumstances, grading criteria may vary according to terms set forth in student IEPs.
A 90-100
B 80-89
C 70-79
D 60-69
F below 69
Progress toward students; IEP objectives are recorded as follows:
NT = Not taught
SP= Slowly progressing
P = Progressing
M = Mastered
Rules for Student Behavior
Students are to obey school rules as stated in the student handbook.
During the first two weeks of school, specific classroom rules are discussed and other student-created classroom rules are developed and agreed upon to serve as rules for a successful year in resource class. The behavior system is designed to acknowledge and reinforce positive behavior. The following rules guide daily behavior:
1. Come to class quietly
2. Follow directions
3. Be a good listener
4. Show respect for school and others
5. Always do your best
Procedures for Non-Instructional Routines
Students follow school procedures for hallways and cafeteria as indicated in the school handbook.
Students are asked to use the restroom before they come to class. In case of emergency, students are asked to use a restroom pass and proceed to the restroom in the main hallway.
Students are to raise their hands quietly and wait to be called on by the teacher to share questions and responses.
Inclusion classes follow regular education classroom procedures.
Presentation of Rules
During the first two weeks of school, all rules, consequences, reinforcers, and procedures are discussed with students. Rules, reinforcers, and consequences are reviewed as needed throughout the year.
Communication with Parents
Parents are contacted throughout the year. Parents are encouraged to call the school to discuss concerns with the teacher.
There is further communication by:
Student work sent home
Phone calls
E-mails
Good-news notes
Parent-Teacher conferences
IEP meetings
Newsletters
Resource Teacher website
Updated IEP goals every quarter
Notification of conferences to be held at least once a year
Websites for Parents:
http://www.cec.sped.org The Council for Exceptional Children (CES) is the largest US organization to protect the rights of children with disabilities
http://www.schwablearning.org Website for parents of children with learning disabilities
http://www.ldonline.org Find out more about learning disabilities and/or ADD/ADHD
http://www.chadd.org Website with information about attention deficit/hyperactivity disorder
Websites for Students:
Spelling City
Funbrain
Primarygames
Abcya – computer games for math and reading
Starfall
Aplusmath
AAAmath
Multiplication .com