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:

        1. Respect the teacher, the classroom, and other students

        2. Always do your best

        3. Dream big and be ready to learn

        4. 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