Class Syllabus for Caroline Leonard 2025-2026 School Year
I. Measurable Goals
The goals set for each child are specific to where they are currently based on Teacher Observation and where we would like to see the children to grow and achieve in the classroom setting. Each child has a goal sheet which is kept in their cubie. The goals are update daily either a task has been attempted or by the end of the day. Once the goal objective has been introduced, each goal is worked on daily and weekly when children are in attendance. IEP goals are evaluated every 9 weeks to monitor children’s progress. If a child seems to be unable to master a goal, an IEP meeting may be held to decrease or change the goal to make it more achievable for the child. The children in the classroom work on much more than their set goals. The class schedule has multiple circle times, rotations, and independent work where state standards are worked on Cognitive skills in the areas of Reading and Math, Social Skills and Adaptive Skills. The children are assessed with teacher observation.
II. Instructional Units
We will be using the Read It Once Curriculum, Learning Without Tears, Star Program, and Heggerty(4k only) as our main sources of Curriculum. All of the curriculums will help us to incorporate the State Standards and the Common Core Standards in an age-appropriate way. Each of the monthly topics will incorporate the student’s IEP goals and objectives when appropriate. In addition we are working on incorporating ABCs in our lessons, along with positive character leader traits.
This curriculum is provided to all preschool special education classes in Greenville County. Read It Once Again provides a comprehensive curriculum that promotes and establishes an early literacy-based foundation for the development of basic skills. We utilize these materials, in addition to other resources, to help our students make great personal gains! The website is provided if you would like to learn more about the program:
https://www.readitonceagain.com/
*In addition, we will participate in activities related to various seasonal and holiday subjects.
*We will incorporate the Handwriting Without Tears Curriculum for fine motor skills.
III. Materials and Resources
Chart Paper
Laminating Supplies
Adapted Books
Switches and a variety of mounting systems
Adapted toys
Communication systems
Voice Output devices
Environmental control units
Cooking materials
Velcro
Ethafoam
Supports Songs
Objects (Object communication)
Promethean Board
Fall Star
PBS Kids.org
News2You
Specialized educational software and software for preparing communication systems
Adapted seating equipment
Splints
Mats
Sensory swings
Pillows
Blankets
Visual Aids
Puppets
Stuffed Animals
Adapted feeding tools/accessories
Finger paints
Thematic language units
Thematic science units
Thematic social studies units
Stickers Sensory kits
Rubber stamps
Magnetic materials
Felt
Manipulative Art supplies
Digital Camera
IV. Assessments
The students who are assigned to this class have had psychological education evaluations and have qualified for placement in a 3K/4k Special Education class. This procedure follows district, state and federal guidelines. 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, all students must also meet the attendance requirements of the district. Data sheets are used to track progress. Each child’s progress will be reported to parents at progress report and report cards specified by the district calendar. Information received from other staff serving students are required to keep a separate record and reporting data. According to the student’s model of service, data may be completed and evaluated with the therapist and the teacher. Evaluations to measure progress will be retrieved from data sheets. Parents will be contacted if a student is exhibiting poor progress where a revision of the IEP may be necessary. Informal assessments are also kept on the children regarding curriculum areas. This information is also used to develop goals for the next year and to help the teacher plan activities and lesson plans. The Brigance assessment and Star Child case Study are also use to assess there development through teacher observations and 1-on-1 assessments. Readiness assessments will be administered to 4K (myIGDIsTM) students who are enrolled in 4K classrooms. The administration includes students with disabilities who are enrolled in 4K classrooms. Greenville County Schools will implement myIGDIs as the 4K assessment. The 4K readiness assessment benchmark testing windows for assessment are:
· Fall Administration: 8/11/25-8/29/25 (myIGDIs Early Literacy required. Alliteration is NOT administered in the fall.)
· Winter Administration: 1/12/26-1/30/26 (myIGDIs Early Literacy & Math required)
· Spring Administration: 4/20/26-5/8/26 (myIGDIs Early Literacy & Math required)
V. Rules and Procedures
The classroom rules are:
Gentle Hands
Listening Ears
Walking Feet
Inside Voices
Positive behaviors are always reinforced with verbal praise. Parents are informed daily of a child's behavior and attitude.
VI. Communicating With Parents
Parent communication is extremely important in the classroom setting. Parents are informed daily of their child’s day on their daily log. Parents are also written a note for further information in a class journal if needed to express concerns or a special accomplishment. Parents are encouraged to call or write a note or email with their own special concerns or questions. Parent conferences are available at any time of the year upon request. IEP progress reports are given to parents every four and a half weeks to update parents on their child’s progress. IEP meetings are held yearly before the end of the school year to make a new IEP for the next school year.