Instructional Materials and Resources
Multi categorical self-contained classrooms utilize a variety of approved instructional materials and programs. Intensive instruction is guided by students’ IEPs with the support of the programs listed below.
Sounds Sensible/SPIRE
Learning Without Tears
Saxon Math
Zones of Regulation
Long Range Plan | Scope & Sequence
Sound Sensible is uniquely effective as a phonological awareness and beginning phonics instruction for beginning or struggling readers. Its Orton-Gillingham philosophy builds the foundational skills of reading and intervention for any grade level and serves as a precursor to SPIRE. The program includes five skill areas: listening, rhyming, segmenting, learning phoneme/grapheme relationships, and dictation.
SPIRE is a total language approach designed to systematically guide students’ abilities in phonological awareness, phonics, fluency, vocabulary, and comprehension. Phonics skills are spiraled throughout the curriculum, following the scope and sequence below:
Level 1: short a, short i, short o, short u, short e, sh, ch, th, wh, ang/ing/ong/ung, ank/ink/onk/unk.
Level 2: ff/ll/ss, al, wa, qu, ck, tch, a-e, i-e, o-e, u-e, e-e, Vse
Level 3: open syllables, exceptions (ild, old, ind, ost, oll), ay, -ed, suffixes -s, -es, -ing, -er, -est, -ish, -ly, -y, -ful, -ness, -less, twin-consonant syllable division, nontwin-consonant syllable division, ou, prefix a-
Handwriting without Tears is a multi-sensory approach to teaching handwriting. THe curriculum begins with introducing capital letters in the following sequence: Frog Jump Capitals (F, E, D, P, B, R, N, M), Starting Corner Capitals (H, K, L, U, W, X, Y, Z), and Center Starting Capitals (C, O, Q, G, S, A, I, T, J).
Lowercase letters are then introduced in the following sequence: Same as Capitals and t (c, o, s, v, w, t) Magic c Letters (a, d, g, o, q), More Vowels (u, i, e), Transition Group (l, k, y, j), Diver Letters (p, r, n, m, h, b), and the Final Group (f, q, x, z).
Saxon Math is an integrated approach to math that targets concepts from every math strand that are woven together and connected throughout the year. Skills or concepts are reinforced throughout the years, helping students build a strong foundation of understanding. Instructional components of each lesson include a whole-group math meeting reinforcing foundational skills, fact practice/fluency, direct instruction of a new concept, guided class practice, and assessment/independent practice. Scope and sequence of the curriculum includes all strands of math content, and involves continuous spiraling and building upon each concept/standard.
Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control, as well as how to recognize emotions in others. The curriculum begins with introducing 4 zones of emotions (Green, Yellow, Blue, Red). Sequence continues with exploring tools and strategies to help in regulating our emotions, and then learning how to use and apply the tools.
Grading Guidelines & Missed Work Policy
Students are assessed throughout the school year and report cards are sent home each quarter. Progress reports are sent home every 9 weeks. Students in 2nd grade and up are given numerical grades.
Progress reports for your child’s IEP goals will also be sent home every 9 weeks; they will be assessed on whether they are making satisfactory progress (SP) towards mastery of the goal, minimal progress (MP), or no progress (NP). Progress towards mastery of IEP goals is measured consistently. Their progress is recorded and then used in their IEP progress reports every 9 weeks and come home with each quarterly report card.
In the event your child misses work due to an absence he or she will be allowed 5 days to complete the missing assignments if the absence is an excused absence.
If a written excuse is not turned in, the absence is considered unexcused.
Classroom Management Plan & Expectations
Our goals are meant to build self-discipline, respect for others, and develop individual responsibility. Clear and consistent expectations provide a framework for responsible student behavior.
We our school-wide Positive Behavior Support System of Pup Bucks (whole class) and STARS (individual) and additionally track those STARS as a class-wide point system to help us to remember to make expected choices. Students can earn STARS (points) throughout the school day anytime they are seen showing our target behaviors. Target behaviors for earning points include:
1. Safety First (making safe choices with our body, hands and feet to ourselves)
2. Teamwork
3. Act Responsibly (repsectful, following directions)
4. Ready to Learn (trying the activities, doing your best, finishing your job/work)
Expectations & Procedures for Non-Instructional Routines
Morning Routine: Students hang backpacks in cubbies and turn in their daily folder.
Restroom: Students may use the restroom as needed.
Lunch: Our lunch time will be the same each day. Parents are able to come and have lunch with their children. They should sign in and out in the front office. Parents are asked not to come to their child’s classroom after lunch.
Toys: Toys are not allowed at school. Please have your child keep them at home.
Fidgets: Your child's personal fidgets should stay at home. We have a variety to choose from and use as tool while here at school.
eLearning Procedures
For the purpose of inclement weather days, eLearning is defined as live instruction throughout the day. This live instruction may be with a whole group, small group, and/or individual sessions. Students are expected to log on to their live instruction through their Google Classroom during inclement weather days. If students are unable to join the live meets due to power loss, sickness, etc., work must be made up within five days of returning to school. If there is a possiblity of knowing in advance, I try to send home a paper packet to be completed.
Parents will receive specific meeting information for their child before the first eLearning day.
Communication with Parents
Communication will be sent through ClassDojo and using the weekly newsletter. Parents are also welcome to call or email when needs arise.
Email: arobey@greenville.k12.sc.us
Phone: 864-355-6014
South Carolina State Standards
Weekly and quarterly lesson plans correspond to the required South Carolina Learning Standards. A complete listing of standards can be accessed through the Greenville County School District website or the South Carolina State Department website.