Syllabus
In order to meet the needs of the students within this self contained class. we have chosen some alternative instructional programs that are multi-sensory, research based programs to address students with language and reading deficits, which are taught in groups. We also refer to a foundational curriculum called the C-PIRK which defines the foundational skills students need to help them to be more successful upon entering a regular education classroom. We utilize strategies and techniques based on Applied Behavior Analysis in order to change behaviors. (academically, social, physical etc.) Below you will see a description of the curriculum  we are using within the class.  We also teach specific deficits skills that have been identified individually through the student's IEP goals and objectives.  Those skills are not listed due to the variety of skills for each student. These skills are taught directly with the student until mastered and new skills are added. 

Homework and review skills are sent home on an individual basis depending on the need of the student.

Student progress of skills is sent home at the end of the nine weeks period in the form of an IEP progress report.

Reading Mastery: Reading Mastery is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading-language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and moves into word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons continue to emphasize accurate and fluent decoding while teaching students the skills necessary to read and comprehend and to learn from expository text. Lessons are designed to be fast-paced and interactive. Students are grouped by similar reading level, based on program placement tests. The program includes placement assessments and a continuous monitoring system. Although not designed exclusively for English language learners, Reading Mastery can be used with this group of students. Students will work through this curriculum in groups working on self-management skills and choral responding (CPIRK-Objectives). See students individual inventory for a list of target objectives and skills mastered throughout the year. **Each group is on a different lesson**

 

Language for Learning: Language for Learning is the first level of three Direct Instruction language intervention programs designed to
teach basic language concepts and skills. The 150 lessons of Language for Learning (formerly DISTAR Language I ) focus on the language of classroom instruction. The program uses demonstrations, actions, and pictures to teach basic concepts and instructional words.

  • Language for Learning moves from the identification of familiar objects to the description and classification of these objects.
  • Children learn the precise meaning of both familiar and new concepts and use these concepts in statements and questions.
  • Additional concepts taught in Language for Learning are important for logical reasoning such as “if-then,” “before- after,” “some,” and “only.”

In the Language for Learning program, students develop skills required to use vocabulary, descriptive words, and sentences with growing independence. They also accumulate the important background information, thinking skills, and vocabulary they need to succeed in school. Students will work through this curriculum in groups working on self-management skills and choral responding (CPIRK-Objectives). See students individual inventory for a list of target objectives and skills mastered throughout the year. **Each group is on a different lesson**

Edmark: (ALL STUDENTS IN THE GROUP) The students will be able to read words found in age appropriate text as well as comprehend information read both aloud and to themselves. The students will be able to correctly respond across topographies (writing, reading, matching, and pointing to responding) in order to promote fluent generalization of target words and skills.

NOTE: Each student is on different lessons in the Edmark series. The lessons vary according to each level and can include skills such as: word recognition, reading stories, comprehension, spelling, and picture/phrase match.  Data will be collected daily and flexible grouping will be used if needed to best meet the needs of each student. If a student shows growth meeting or exceeding that of another student in a higher/lower group as indicated by the data collection he/she will be moved group accordingly.