Class Syllabus
Syllabus 2020-2021
Class Synopsis:
As a Special Education teacher for the School District of Greenville County, I provide inclusion and resource support services to students in K5 - 5th grade who have been identified as having a disability in one of the following areas: Developmental Delay, Specific Learning Disability, Autism, Other Health Impairment, and Multiple Disabilities. These students follow an Individualized Education Program (IEP) that has been developed just for them based on their area(s) of weakness. Students with Developmental Delays have deficits in one or more of the following areas: Cognition, Independent Functioning (adaptive skills, fine or gross motor skills), Social/Emotional Behavior, and Communication. Students with Specific Learning Disabilities have deficits in one or more of the following areas: Basic Reading Skills, Reading Comprehension, Written Expression, Math Calculation, and Math Reasoning. Students who receive support services do not receive a report card grade from the resource teacher, unless otherwise specified by the IEP. They receive an interim progress report and a quarterly progress report.
Students will follow the regular student discipline code as stated in the Student Handbook unless otherwise stated in the IEP. A Behavior Intervention Plan (BIP) is implemented for those students with behavior concerns. This BIP is attached to the IEP. Any student that has difficulty following the classroom rules will receive a disciplinary notice from the teacher. This notice is to be taken home to the student’s parent(s) and returned the next day with a parent signature. The classroom rules are as follows:
Respect the teacher, the classroom, and other students
Always do your best
Dream big and be ready to learn
Believe that you matter
Near the end of the academic school year, an annual review meeting is conducted. During this meeting, the student’s current IEP goals are reviewed and a new Individualized Education Program (IEP) is developed for the next school year.
Individualized Education Program (IEP) goals and objectives include, but are not limited to the following:
Reading Recognition: Fountas & Pinnell Balanced Literacy Leveled Readers
Phonics Instruction
Word Structure
Decoding Skills
Sight Words
Contractions
Compound Words
Reading Comprehension:
Main Idea
Answering Detail Questions
Cause and Effect
Drawing Conclusions
Sequencing Events
Written Expression:
Writing Complete Sentences
Applying Capital Letters Correctly
Using Appropriate Punctuation
Subject-Verb Agreement
Writing Paragraphs
Math Calculation:
Addition
Subtraction
Multiplication
Division
Fractions
Decimals
Place Value
Math Reasoning:
Word Problems
Time Duration
Money
Solving multi-step problems
Materials
Math manipulatives
Books
Notebook paper
Technology
Assessments:
Progress Monitoring /FastBridge
Curriculum Based Assessment
Reporting to Parents/Guardians:
Interim or quarterly progress report every 4.5 weeks
Conferences upon request
Special review meetings upon request
Telephone conferences as needed
Annual review meetings at the end of the academic year
Quarterly Progress Report Grading Scale:
M: Mastered Goal
NM: Not Mastered
MP: Minimal Progress
SP: Satisfactory Progress
NI: Not Introduced
Numeric Grading Scale:
A - 90-100
B – 80-89
C - 70-79
D – 60-69
F - 59 and below