1. Measurable Goals

Goals are set regularly and with intention for each child individually based on their strengths and areas of need. IEP goals are evaluated every 9 weeks to monitor student progress. If a child seems unready to master a goal by annual review, then an IEP meeting may be held to change the goal, making it more relevant to the child. In addition to personalized goals, students work on standards-based goals each day as well. The class schedule has two circle times where state standards are focused on (Cognitive skills in the areas of Reading and Math, Social/Emotional Skills and Adaptive Skills). Children are assessed based on teacher observation and data collection records.

2. Instructional Units

We will be using the Read It Once Again, Social Thinking, and Learning Without Tears as our main sources of Curriculum. Each curriculum will help us to incorporate state standards and individual goals in an age-appropriate way. Each of the monthly topics will incorporate the student’s IEP goals and objectives. In addition we will be incorporating ABCs, numbers 1-10, and social-emotional learning into our units.

September: 

Unit: Body Awareness

Focus Book: Head To Toe 

October: 

Unit: Emotions

Focus Book: Go Away, Big Green Monster!

November: 

Unit: Farm Animals

Focus Book: Oink Moo! How Do You Do?

December: 

Unit: Family

Focus Book: Is Your Mama a Lllama?

January: 

Unit: Weather

Focus Book: The Mitten

February: 

Unit: Transportation

Focus Book: Everybody In the Red Brick Building

March: 

Unit: Insects

Focus Book: Over In the Meadow

April:

Unit: Alphabet

Focus Book: Chicka Chicka Boom Boom

May: 

Unit: Ocean

Focus Book: A House for Hermit Crab

*In addition, we will participate in activities related to various seasonal and holiday subjects.

3. Assessments

The students who are assigned to this class have had psychological education evaluations and have qualified for placement in a 3K 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. Data sheets are used to track progress. Each child’s progress will be reported to parents quarterly through progress reports as 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 insufficient 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.

4. Rules and Procedures

The classroom rules are:

• Be Kind

• Share

• Clean Up

• Gentle Hands

• Walking Feet

5. 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 encouraged to communicate through the Seesaw app with their own special concerns or questions. Ms. Lydia is also available by email, text, and call. Parent conferences are available at any time of the year upon request. IEP progress reports are given to parents every nine weeks to update guardians on their child’s progress. IEP meetings are held yearly or upon request.