Syllabus

2. Daily Schedule

7:45 – 8:15

Breakfast

8:15– 9:00

Mainstreaming/centers

9:00 – 9:35

IEP Work (individual or small group)

9:35-10:10

Morning Meeting

10:10-10:30

Centers

10:30-11:20

Lunch

11:20-12:00

Centers

12:00-12:30

Unique or N2Y Lesson

12:30-12:50

Snack

12:50-1:10

Read Aloud

1:10-1:40

Recess

1:45-2:20

Dismissal Routines

This schedule does not include therapies or whole-class related arts.

3. INSTRUCTIONAL MATERIALS AND RESOURCES

The following is a list of materials and resources I use throughout the year to meet the goals and objectives of my students.

We also go on community-based field trips as a part of our curriculum.

· UNIQUE LEARNING CURRICULUM

· Attainment Curriculum

computers/software/internet

Promethean

Puzzles

handwriting paper

children's literature

flash card

puzzles

dry erase boards

counters

weather chart

rulers

thermometers

scale

file folder games

4. Alternate Achievement Standards K-2

LANGUAGE ARTS

· Students will point to pictures within a story to identify named characters and events.

· Students will match similarities or differences between two characters of a story or stories.

PRE-WRITING/WRITING SKILLS

· The student will trace lines & shapes

· The student will trace or copy first/last name

· The student will write first and last name

· The student will use picture symbols to convey ideas and/or to communicate

· The students will use picture symbols to write sentences

MATH

· The student will identify colors

· The student will identify shapes

· The student will identify numerals

· The student will count to 20

· The student will describe positions of objects and shapes in the environment

· The student will demonstrate one-to-one correspondence when counting objects

· The students will solve simple addition/subtraction problems

· The student will identify coins

· The student will use standard and non-standard units to measure objects

· The student will answer questions about information in a graph

SCIENCE

· The student will observe and describe daily and seasonal changes in weather

· The student will identify common animals and where they live

· The student will be able to sort objects according to properties

· The student will explore matter and how matter can change

· The student will be able to use simple tools to gather data

SOCIAL STUDIES

· The student will recognize and follow rules

· The student will identify traditions of family, community, or country

· The student will identify authority figures in the home, school, and community

· The student will use simple maps and symbols to locate specific places

· The student will identify where people buy or sell goods and services

· The student will be introduced to wants and needs

UNIQUE UNITS:

September: This Is My School - Government

October: Animals in Their Home – Life Science

November: Finding Our Way – Geography

December: Holidays and Traditions

January: See it, Feel it, Describe it – (Physical Science)

February: Time for Peace - History

March: The Hot, Hot Sun - Earth Science

April: Can I Buy It? - Economics

May: Fast and Slow, Earth Changes – Earth and Space Science

5. ASSESSMENT PROCEDURES

Evaluation data and informal classroom assessments are used to develop Individual Education Plans with appropriate goals and objectives.

Parents receive interim and quarterly progress reports on IEP goals. They also receive school district quarterly report cards or checklists depending on the grade level. I maintain progress monitoring folders that include checklists and work samples to keep track of progress on all goals. The following grades are used: M - Mastered, P - Progressing, SP - Slowly Progressing.

6. RULES AND PROCEDURES FOR MANAGING STUDENTS BEHAVIOR

The rules in our classroom are:

1. Listen to your teachers

2. Keep hands and feet to yourself

3. Do your best work

4. Use quiet voices.

Behavior systems, edible rewards, and verbal praise are used throughout the day to encourage compliance and good behavior. Time-outs of 5 minutes or less are used if a student does not comply or is acting inappropriately. If a child continues to need time-out and cannot follow rules, parents may be called in for a conference. Behavior Intervention Plans are developed by the IEP team, when needed.

*CPI (Crisis Prevention Intervention) techniques will be used to deescalate situations.

** A sensory calm down area or room may be used when a student needs a break.

7. PROCEDURES FOR ESSENTIAL NON-INSTRUCIONAL ROUTINES

All non-instructional routines such as fire drills, transitions from place to place, breakfast and lunch, toileting, etc. are supervised by the teacher and paraprofessionals.

8. PROCEDURES FOR ROUTINELY COMMUNICATING WITH PARENTS

I send a communication notebook home with the children every day to keep parents informed of school progress and classroom behavior. Information is also sent in this notebook for school activities, class activities, and upcoming field trips.

Parents receive a monthly newsletter and I keep an updated webpage. Parents are encouraged to call me anytime; I frequently speak to parents on the phone or in person.