Syllabus
Crestview Elementary
2021-2022 Syllabus
Academic Specialist
Ms. Sherri Mullen
Room Number 405
Syllabus Index
I. Resource Schedule
II. Description of Students
III. Learning and Developmental Goals
IV. Units of Instruction
V. Instructional Materials and Resources
VI. Evaluation of Student Progress
VII. Student Records
VIII. Homework Policy
IX. Make-Up Policy
X. Attendance and Tardy Policy
XI. Rules for Student Behavior
XII. Procedures for Non-Instructional Routines
XIII. Presentation of Rules and Procedures
XIV. Communication with Parents
I. Resource Schedule
II. Description of Students
Confidential
III. Learning and Instructional Goals
Learning and instructional goals are specified in the Individual Education Plan. Copies of the IEP are given to the parents. A copy of the IEP is emailed to all general and related arts teachers who interact with the student. The IEP is stored in the record’s room.
IV. Instructional Units
Time frames of units of instruction vary depending on the students’ educational needs and are outlined in their Individual Education Plan.
Reading: Phonemic Awareness
Phonics
Word Structure
Main Idea
Details
Sequencing
Vocabulary
Conclusions
Inferences
Cause and Effect
Writing: Proofreading
The Writing Process
Narrative Writing
Opinion Writing
Informational Writing
Math: Number Systems
Addition and Subtraction
Multiplication and Division
Time and Money
Story Problems
Measurement
Geometry
V. Instructional Materials and Resources
Reading Horizon
FastBridge Boogie Board eWriters
Making Connections
Wordly Wise
VI. Evaluation of Student Progress
The students who are assigned to resource have been formally identified as having academic or nonacademic difficulties that significantly impact their educational progress. Each student has an Individual Education Plan with appropriate goals and objectives, and criterion for mastery of those objectives.
The resource teacher will periodically assess the students formally and informally using the standard grading scale. Students will be graded on the work accomplished at their instructional level. Progress will be recorded.
All students will participate in state and district assessments including ITBS, SC Ready, and PASS. All students will take the assessment on their grade level with the appropriate accommodations. The accommodations are stated in the students’ IEPs.
Major Assessments:
In all subjects, throughout the unit as well as at the end of each unit, students will be given both formative and summative assessments. Tests vary between multiple choice, matching, true/false, and open response. Alternate forms of assessments such as projects, essays, and oral presentations also take place when appropriate. Students will also be assessed by class participation, question/response, and teacher observation. Assessments and grades are weighted according to district guidelines. Both formative and summative assessments are key to the learning process.
Grading Scale and Procedures
Students will be assessed on instructional level work formally and informally using the standard grading scale (see below). Grades are given in Reading, Writing, and Math. Students can earn credit for daily work, homework, projects, and class participation. Grading criteria will vary according to student and terms set forth in the student’s IEP.
Grading Scale:
Second – Third Grade:
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
50 - 59 F
VII. Student Records
Reporting to parents on specific progress will be done quarterly and mid-term through progress statements and reports. IEP meetings will be conducted on all students annually to discuss the year’s progress and needs for the next twelve months. Additional conferences and IEP meetings will be conducted on an as-need basis and can be requested by the parent, regular education teacher, resource teacher and/or administration. Evaluations to measure progress will include curriculum based assessments, curriculum based measurements, teacher made tests, standardized tests, writing and work samples, running records, and documented observations.
VIII. Homework Policy
When given, homework is expected to be completed within the allotted time and returned to the inclusion teacher.
VIX. Make-Up Policy
Students who miss a day will be required to make up missed assignments when they return. Time to make-up assignments is allotted during the pull-out time.
X. Attendance and Tardy Policy
Students are expected to be on time to their class and attend every day or as stated in their Individual Education Plan. Parents will be called and the office will be notified for students who have excessive absences or tardies.
XI. Rules for Student Behavior
Students are expected to follow the school and classroom rules.
The school and class rules are:
1. Bee Respectful
2. Bee Responsible
3. Bee Ready to Learn
The classroom behavior plan allows students to earn Bee Stickers for following the rules. Earning a specific number of bee stickers will allow the student to earn specific rewards. An individual plan will be developed for students who need a formal Behavioral Intervention Plan, which will then be developed through the IEP team.
XII. Procedures for Non-Instructional Routines
Each morning students are to enter the room quietly, unpack, and get ready for the day. Students will begin morning work as directed. Students have assigned seats and attendance is taken at 8:00.
Students may use the restroom at any time during the day except during direct instruction. At this time, students may raise their hand for an emergency.
XIII. Presentation of Rules and Procedures
During the first two weeks of school and after extended breaks, all expectations, rewards, and consequences will be discussed with the students. All of the expectations, rewards, and consequences are posted in the room. Expectations, rewards, and consequences will be consistently reinforced and discussed.
XIV. Communicating with Parents
Parents are contacted throughout the year. Parents are encouraged to call on the school to discuss any concerns with the teacher. There is further communication by:
ü Student work
ü Updated IEP goals every 9 weeks
ü Phone calls, which are made on an as-needed basis
ü Good news notes sent home with the student stating the student’s behavior and grades
ü Letters mailed to the parents
ü Parent-teacher conferences
ü A class web page that is updated weekly
ü IEP meetings
ü Parents are encouraged to call or visit the school to discuss any concerns with the teacher.