樱花动漫

 

 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. 

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 accommodation page is provided to the appropriate general education teachers with an explanation of accommodation 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 includes behavior. 

Class Mission 

   Our mission in Mr. Houser’s 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! 

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 

 樱花动漫work 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. 

Classroom Rules for Student Behavior 

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

 
*Students are also responsible for following the rules and procedures as outlined in the Monte Sano Elementary handbook. 

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. 

Procedures for Non-Instructional Routines 

  Students have 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 are 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 are 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. 

  Inclusion special education classes will follow each general education classroom’s specified classroom procedures. 

Students are allowed to bring in 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 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 school, always remember to get a visitors pass, and a mask will be provided for you at the front office if needed.