Content Overview

 Each student has an IEP (Individualized Education Plan) which delineates the specifics of academic and nonacademic instruction. Nonacademic instruction provides self-help strategies for attention and behavior issues as well as social, organizational and study skills. At any time during the year with the parent’s approval and knowledge, the IEP team and parent can meet to discuss concerns or changes needed to improve the student’s IEP. At the end of every school year, an annual IEP will be written for the upcoming new school year indicating areas of progress, strengths and needs. Please contact me if you have misplaced your child’s IEP and I will be glad to send you a copy.

 Learning and Developmental Goals

 All students participate in the general education curriculum at their grade level. Some students receive special education services in the general education classroom (inclusion), where the special education teacher will support the students to be successful in participating in the general education curriculum as well as helping them reach the specific goals specified on their IEP. A copy of the accommodations page is provided for the appropriate general education teachers with an explanation of accommodations and the areas of responsibility of the general education teacher. Ways to provide accommodation for the student and to design/compile classroom materials to suit the needs of the student will be discussed as well.

 The purpose of a resource classroom is to provide specialized, small group instruction for some students who require intensive support to reach their IEP goals in reading, math, and writing, as well as nonacademic instruction. Learning and instructional goals are specified in the Individual Education Plan. The IEP contains goals for areas of concern, including reading comprehension, basic reading skills, oral and written language, mathematics and listening and behavior.

 Class Profile

 Students in our inclusion and resource classes have been diagnosed with one or more of the following disabilities or disorders and are performing lower academically, functionally, or behaviorally than their grade level peers. They have been assigned to K5 – 5th general education classes, and when they receive resource type special education services, they are grouped according to their instructional levels.

•  Specific Learning Disability
• Autism
• Other Health Impairment
• Speech or Language Impairment

Class Mission

 Our mission in Ms. Atkins’ class is to practice our reading, writing and math skills every day, so we can keep learning and make progress on meeting our personal goals!

Grade Level Standards in Each Subject:

 State grade level standards for all learning areas are available upon request or you may visit the Department of Education’s website at https://www.georgiastandards.org/

Units of Instruction and Timeline for Completing Instructional Units:

 Our special education inclusion/resource teachers will support the K5 - 5th grades’ general education instructional units. Please see the individual student’s K5-5th grade general education homeroom teacher’s website for detailed long-range plans. For students receiving resource based special education services, we will also utilize research-based direct instruction programs in writing, math and reading. Progress through these programs is very individualized.   

  Instructional Materials and Resources and Texts:

Reading Curriculum

Sounds Sensible Reading Curriculum

Making Connections Reading Curriculum

Explode the Code Reading Curriculum

Wordly Wise 

Math Connecting Math Concepts student books and workbooks

Language for Writing student books and workbooks

Leveled Readers and a variety of children’s literature

Grade Level Texts

Educational Online Programs

Math manipulatives

 Assessment Procedures

 The students who are assigned to this class have had a psycho-educational evaluation and have exhibited discrepancies between aptitude and achievement. Evaluation data and formal and informal classroom assessments are used to develop annual IEP’s with appropriate goals. An individual criterion for the mastery of each IEP goal is included in the IEP and is the specific method by which mastery will be assessed. Students’ IEP goals are assessed and monitored as specified in their IEPs and documentation of this is kept in each student’s progress monitoring file. Also, every two weeks, students with reading IEP goals will be assessed for progress in their reading and decoding skills using I-Ready. Parents receive progress reports on their student’s specific IEP goals as specified in their student's IEP.

Assessment is also done both formally and informally in the general education classroom on a daily basis to monitor how each student is progressing in the general education curriculum. This information helps our special education teachers monitor student understanding and mastery so they can provide pre-teaching, re-teaching, and individual or small group instruction as needed.

Conferences will be requested for all students at the end of the 1st and 3rd quarters, as well as during the spring, to discuss the year’s progress and specific needs for the next school year based on assessments and evaluations including curriculum-based assessments, standardized tests, grades, progress monitoring data and general education and special education teacher observations and informal assessments. All students participate in the appropriate state and district assessments. All students take these assessments on their grade level with the appropriate accommodations as written in their IEPs.

Additional conferences will be conducted on an as-needed basis and can be requested by the parent or teacher. In addition to academic assessments, all students must also meet the attendance policy requirements of the district.

Grading Scale Grades K- 2^nd Grade:

What is standards-based grade reporting?

A standards-based grade reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards.  It shows where a child falls on a academic continuum.  This is different from a traditional report card that only shows one grade for reading, one for math, one for science, and so on.

My child has an IEP. How will he or she be assessed?

There are modifications and accommodations in your child’s IEP to support his or her progress on grade level standards as assessed on a standards-based report card.

The resource teacher does not assign grades unless under special circumstances. The grading criteria would vary according to the student and the terms set forth in that student’s IEP.

 Progress toward the student’s IEP objectives is recorded as follows:

 Not Introduced

Minimal Progress

Satisfactory Progress

Mastered

Not Mastered

Student Records:

The following procedures will be used to record student progress:

•  General Education Teacher’s Grade Book - All general education tests, quizzes, class work, and project grades will be recorded by date and heading.
•  Progress Monitoring Folders-Documentation of student progress on special education IEP goals is kept in the student’s individual progress monitoring folder.
• IEP Progress Reports- An IEP goal special education progress report is sent to parents and students when report cards go out to parents, as specified in their IEP. 
•  Interim and Quarter Report Cards- General education Interim progress and quarterly report cards are sent home to parents and students at the end of each quarter.

Homework Policy:

 Per district policy, all students in grades 1-5 need homework in language arts and math every night. District guidelines indicate:

 Grade 1-2     No more than 30 minutes

Homework is provided by the general education teacher in the general education classroom. Occasionally, additional homework may be assigned as needed to students by a special education teacher.

 Attendance Requirements:

 Mandatory attendance in a public school, private school, or home school program shall be required for children between their sixth and sixteenth birthdays. Such mandatory attendance shall not be required where the child has successfully completed all requirements for a high school diploma.

Missed Work/ Make-up Policy:

Missed general education assignments are given to students to make-up, upon returning to school after an absence.

Classroom Rules for Student Behavior

• Follow directions
• Work and play in a safe manner
• Work quietly and do not disturb others
• Listen when others are talking
• Show respect for school and personal property
• Keep your hands, feet and objects to yourself.

Consequences for Violating Class/School Rules/Policies

1. The student will be verbally reminded of the rules and provided the opportunity to correct the behavior. 
2. Structured time outlined by the teacher  
3. Students have a silent, isolated lunch.  Parents are contacted by the teacher and child.
4. A student is sent to another teacher’s classroom for one hour. A parents' conference is requested.
5. Referral to the office

 Severe Clause

 An immediate referral will be made to the office for willfully hurting others or blatant disrespect. Also, refer to individual student behavior plans as needed.

 Presentation of Rules/Consequences and Rewards

• Classroom rules/consequences and rewards are explained to the students on the first day of school and are reviewed on a daily or frequent basis as needed.
• Students in grades K-5 can earn a sticker daily for demonstrating acceptable behavior. When they have received 5 stickers, they can choose an item from the prize box.
• Procedures for Non-Instructional Routines
• Students are to follow the school procedures for hallways and for the cafeteria as indicated in the school handbook.
• In the event of a fire drill, students line up and quietly walk to the designated area outside.
• In the event of a tornado drill, students line up and walk to the designated area and crouch there quietly.
• In the event of an earthquake drill, the students will quietly go under their desk or table.
• In the event of an intruder drill, students will follow procedures for the lockdown or lock out and follow teacher directions quickly and quietly.

 Special education teachers will pick up resource students from their classroom, unless an older group with advanced time management skills can arrive on time each day. Students are expected to follow school-wide rules for walking in hallways to and from classes. To prepare for small group instruction and before students come to the resource classroom, they have to use the bathroom. During group time and during lesson presentations, students may not use the bathroom unless it is an extreme emergency. During group time, students have to  work to the best of their ability and respect their classmates. Students have to raise their hand to ask for help, to make a comment, or to answer a question and wait to be called on. Students will line up to be dismissed at the end of the period quietly and orderly. The special education teacher will assist classes who need guidance back to their classroom.

• Including special education classes will follow each general education classroom’s specified classroom procedures.
• Students will go to lunch and recess with their general education homeroom teacher.
• Students are allowed to bring in snacks and a water bottle.  Please alert the teacher and include any allergies to food on the emergency form for the office.

Communication with Parents

 Teachers will keep in touch with parents and guardians during the year with notes, calls, emails, IEP progress reports, school newsletters, and conferences. If email is available, school correspondence can be sent electronically.  Regular correspondence from the parents is encouraged and welcomed! If you plan on meeting with one of the special education teachers at any point throughout the year, please schedule an appointment ahead of time.  When you arrive at the school, always remember to get a visitors pass at the front office.

Contact Information

 Ms. J. Atkins 

Special EducationTeacher