Class Syllabus
Multi-categorical 3rd- 5th
Becky Poole’s Class Schedule
2023-24
7:15-7:45 Students arrive, breakfast, unpack, choose lunch, work on morning work
7:45-8:00 Morning show, Attendance, put flag up
8:00-8:30 Morning Meeting~ Math/ Language Arts/ Social Skills
8:30-9:00 Writing
9:00-9:30 Guided Reading
9:30- 9:40 Snack
9:40-10:25 Math
10:30-11:15 Related Arts
11:15-11:45 Reading continued
11:45-12:15 Lunch
12:15-12:25 Bathroom/ Daily Living Skills
12:30-1:00 Recess
1:00- 1:45 Social Studies/ Science/Health
1:45-2:00 Interactive read aloud
2:00-2:10 Review day with communication books, get stickers
2:15 Dismissal
Related Arts
Monday 10:30-11:15 Music with Ms. Vanderkooi
1:30-2:00 Library
Tuesday 10:30-11:15 STEAM Lab with Mrs. Jackson
Wednesday 10:30-11:15 ART with Ms. Fowler
Thursday 1:25-2:10 Innovation Lab with Mrs. Blount
Friday 12:35-1:20 PE with Mrs. Grant (Wear gym shoes)
SELF-CONTAINED
MULTI-CATEGORICAL CLASSROOM
SYLLABUS
Rebecca Poole
2023-24
My primary goal is to actively engage students in learning. Each student will be encouraged to meet the objectives described in their Individualized Education Plans (IEP). The state curriculum standards for Language Arts, Math, Social Studies, and Science will be addressed when appropriate using extensions and adaptations. A variety of instructional approaches will be utilized to accommodate the diverse levels of each student. Students will receive quarterly updates of their goals and objectives based on progress monitoring, work samples, tests, and teacher documentation.
IEP Goals and Objectives are usually written in the areas of:
Self-help skills
Reading Readiness
Reading
Math
Communication skills
Functional classroom skills
Functional community skills
Social Skills
Written language skills
Daily living
Social Studies
Science
Adaptive Behavior
Functional Recreational/Leisure Skills
Units of Instruction
First Quarter
September: We Have Rights (Government)
Identifies rights guaranteed by the Constitution and how they impact our daily lives.
October: Living in an Ecosystem (Scientific Inquiry)
Teaches the scientific inquiry process through participation in a science fair.
Second Quarter
November: Here Comes the Sun (Earth and Space Science)
Describes the Sun and its relationship to Earth.
December: Holidays Around the World
Explores different customs and holidays that are celebrated around the world.
Third Quarter
January:
Times Have Changed (History)
Looks at life in the US and how it has changed over time.
February: Resources by Region (Geography)
Use maps to explore geographical and human-made features and where they are located.
March: Light and Sound on the Move (Physical Science)
Explores sources of light and sound through different types of matter.
Fourth Quarter
April: Earn Before You Spend (Economics)
Investigates different ways to earn and spend money.
May: We Look alike! (Life Science)
Explores how and why offspring resembles its parents
.
Math and Language Arts goals are determined by each child's IEP. The above units will be taught across all areas of the curriculum.
Assessment Procedures
The students who are assigned to this class have had psycho-education evaluations and have qualified for placement in a self-contained classroom for intellectually impaired students with neurological impairments. This procedure follows district, state and federal guidelines. Evaluation data and formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition, all students must also meet the attendance requirements of the district.
I will periodically assess the students formally and informally. I will use data sheets and work samples to track progress. This progress will be reported to parents every 9 weeks. Progress Monitoring folders are kept on each child. The students in my classroom will participate in the SC Alternate Assessment and the NCSC in the spring.Some students will participate in the SC Ready assessments with accommodations.
Reporting to parents will be done through report cards, quarterly progress reports, narratives and parent conferences. Goals and objectives on the IEP will be updated quarterly and the results of the students' progress will be provided to their parent. Information is received from other staff members serving the child. They are responsible for recording and reporting data on students they serve. 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 poor progress. A revision of the IEP may be indicated.
Grading Scale
The grading scale utilized in my classroom will follow the standardized scale used to report progress in self-contained intellectually impaired classrooms. See the scale listed below:
NI = Not Introduced
MP = Minimal Progress
SP = Satisfactory Progress
M = Mastered
NM = Not Mastered
The grades for my students are not determined by their grade placement, but by their instructional level. Primary goals for my students in all subject areas are ones related to continuous improvement and the achievement of mastery when possible.
In accordance with the Greenville County School Guidelines, grades are based on these numbers:
A~ 90-100 B~ 80-89 C~ 70-79 D~ 60-69 F~ 50-59
Rules for Student Behavior
Classroom rules have been developed with the understanding level of the students. The rules in my classroom are posted using picture symbols and words. The classroom rules were sent home during the first week of school. Parents were to discuss this with their child and both parent and child had to sign it. Good behavior is rewarded with praise and sometimes a special activity. Positive behaviors are always reinforced. To encourage students to follow these rules, appropriate behavior will be reinforced with special privileges, positive notes, stickers, and special treats. Each week the students will receive a sticker card. At the end of each school day, I will review the child's behavior and schoolwork with him. If it has been a good day, he/she will receive a sticker for his/her chart. At the end of the week, if the child has a minimum of four stickers, he/she will receive a special treat or a trip to the prize box.
Some students may have Behavior Intervention Plans due to problems with their adaptive behaviors and specify more specific procedures for managing their behavior. This is developed at IEP conferences.
The Bethel Elementary Schoolwide Discipline Plan includes these expectations:
1. I will listen to and follow directions.
2. I will respect myself and others.
3. I will be responsible and make good choices.
4. I will keep my hands, feet, and objects to myself.
A composition book containing a behavior chart will go home daily. This must be signed by the parent every day and returned to school the following morning.
RED= Unacceptable behavior
YELLOW= Acceptable behavior, but needs improving
GREEN= Great behavior!
Presentation of Rules
Rules will be talked about with students on a daily basis. Repetition of information must be presented daily. Levels of communication will be utilized when planning the presentation of the rules. (See VIII.) Students will be reminded of the classroom rules by showing the rules poster, and/or their personal behavior "flip charts."
Communication with Parents
Communication with parents will be done in several ways. I encourage all of my parents to be involved in their child's learning. Daily messages will be recorded and sent home via the composition behavior book. As stated previously, the parents are asked to sign the book and send back to the classroom. Personal phone calls will be made also.
Each family receives:
1. Copy of classroom rules, consequences, reinforcers, and procedures.
2. Interim progress report.
3. Nine week report cards.
4. Quarterly progress reports.
5. Student work sent in Friday Folders.
6. Newsletters.
7. All information related to our school.
8. Notification of scheduled parent/teacher conferences to be held at least twice a year.
9. A website is available on a 24/7 basis.
Field Trip Locations
Our class goes on many field trip and community-based trips to help students generalize information they have learned in the classroom. Some of these locations are:
~ Cedar Falls park
~ Roper Mountain Science Center
~Downtown Greenville
~ Furman University (Special Olympics)
~In house field trips