Class Syllabus

Class Syllabus

Course Syllabus

Special Education

Kingstree Middle School


Teacher: Miss Zoe Lewis, MEd.

Contact Number: School: (843) 355-6823, Cell Phone: (803) 825-8816

Instructional Assistant: Mrs. Ruby Brown

Grade/Subject: MID (TMD)/Self-contained, 6th-8th Grade (Functional Academics- All Subject Areas)

School Term: 2014-2015

Prerequisites for Course: None


Textbooks Required: Because our instruction is individually designed and we focus on the use of manipulatives and functional materials, there are no required textbooks.


Required Projects: Completion of daily time cards and class job training, individualized class job application and interview (with assistance as needed), participation in mainstreamed/regular education class assignments, participation in community-based instruction.



Course Description:

            During the 2014-2015 school year, students will be actively engaged in addressing the academic, behavioral, and social goals delineated in their Individualized Educational Plans (IEP) along with general survival skills. A variety of instructional approaches will be employed to accommodate student diversity. Each student will receive a quarterly update on IEP objective progress.



English/Language Arts (Emphasized Standards: Literacy RL 6.4, Literacy RL 6.2)


1st Nine Week Period:

A. Identify basic, colorful survival signs and words.

B. Identify and read black and white survival signs and words.

C. Read survival signs and words in their natural settings.

**Advanced students: Read more advanced survival and informational words and write sentences utilizing these words. Read short passages and stories utilizing various survival words.


2nd Nine Week Period

A. Identify and read words on a personal data form

B. Identify and read words on a job application

C. Write personal information as requested

D. Complete a class job application as independently as possible



3rd Nine Week Period:

A. Match words with food and beverage items.

B. Read basic food and beverage words on a simple menu.

C. Read a simple menu and order a meal in a restaurant.

Advanced Students: Use food and beverage words to create a menu.


4th Nine Week Period:

A. Gather needed items and prepare a simple dish by following a picture recipe

B. Match words with cooking-related items

C. Demonstrate the meaning of recipe words

D. Prepare a dish by following a simple recipe

**Advanced Students: Use cooking-related words to create a recipe



Math (Emphasized Standards: 1. MD.3, 2. MD.8, 6 NS.7d)


1st Nine Week Period:

A. Count dollars and use the "Dollar-more factor"

B. Identify coins and coin values

C. Count pennies and nickels in isolation and in combination

D. Count dimes and quarters in isolation and in combination

E. Independently pay for a purchase

**Advanced students: Count various coin combinations and make change


2nd Nine Week Period

A. Read price tags on various items

B. Use a calculator to add and subtract money

C. Correctly wait for change and receive a receipt

D. Complete a shopping task without overspending

**Advanced Students: Create a personal budget


3rd Nine Week Period

A. Identify numerals on a clock face

B. Tell digital time to the hour and half hour

C. Tell standard time to the hour and half hour

D. Tell digital time and standard time to the quarter hour

E. Tell digital and standard time to the minute

**Advanced students: Use time to solve simple word problems


4th Nine Week Period

A. Use a calendar to identify personally relevant events

B. Measure items with an inch ruler

C. Identify fractions related to area

D. Identify fractions related to volume

**Advanced students: Use fractions and measuring to solve word problems




1st Nine Week Period

A. Identify types of storms

B. Demonstrate safety procedures

C. Identify items needed for a hurricane kit

D. Use the newspaper and television to get weather forecasts

E. Describe seasons and how to dress appropriately

**Advanced students: Graph daily weather changes


2nd Nine week period

A. Exhibit proper grooming and hygiene

B. Communicate a response to the emotions of others

C. Use the five senses to make daily choices

D. Communicate using sensory descriptors (sweet, sour, hot, cold, etc.)

**Advanced students: Write sensory descriptors to describe items or situations


3rd Nine Week Period

A. Identify animals

B. Match animals to sounds

C. Identify edible and non-edible items

D. Distinguish between poisonous and non-poisonous plants and animals

**Advanced students: Write a simple story about a plant or animal


4th Nine Week Period

A. Identify machines we use every day.

B. Observe/use simple machines

C. Use a magnet to attract or attach items

D. Demonstrate that matter can change through evaporation, melting, boiling, and freezing.

**Advanced students: Use vocabulary words to describe matter changes.



Social Studies

1st Nine Week Period

A. Exhibit appropriate behavior for a setting

B. Demonstrate appropriate empathy and caring for others, respecting the cultural diversity of others

C. Demonstrate understanding of laws and relate consequences for breaking them

D. Show an understanding of self in relation to other people, other things, and spaces (position in line, in front of class, etc.)

E. Participate in and say the Pledge of Allegiance.

F. Demonstrate understanding of laws and relate consequences for breaking them.

G. Show an understanding of self in relation to other people, other things, and spaces (position in line, in front of class, etc.)

**Advanced students: Use vocabulary words to describe settings. Write related sentences and passages.


2nd Nine Week Period

A. Remain alert and responsive across environments

B. Follow a schedule

C. Work cooperatively

D. Demonstrate working together as it relates to decision-making (for example, the voting process)

E. Participate in a class election

**Advanced students: Create a schedule


3rd Nine Week Period

A. Show awareness and appreciation for cultural diversity

B. Show awareness of historical settings within our community

C. Locate places using a variety of  symbols

D. Identify means of transportation

**Advanced students: Create and draw a map, including the map key


4th Nine Week Period

A. Identify jobs within our community

B. Tell the purpose of various jobs

C. Define taxes and why we pay them

D. Demonstrate an understanding of the law of supply and demand

**Advanced students: Complete simple research about a  job or career of interest





Life Skills

1st Nine Week Period

A. List and describe essential cleaning tasks in school and at home

B. Identify skills needed for various jobs

C. Complete job-related tasks within the classroom and on the school campus

D. Make and describe a picture to illustrate career choice.

E. Locate the classifieds section in a newspaper.

F. Tell various ways to locate job openings.

**Advanced students: Create and illustrate a job ad.



2nd Nine Week Period

A. Choose a job and describe its requirements

B. Demonstrate the proper way to prepare for a job interview

C. Demonstrate proper manners during a job interview

D. Complete individualized class job interview.

E. Perform class job daily in a responsible manner.

F. Endorse class "pay check" and cash or deposit model money at class bank.

**Advanced students: Document daily job performance and complete model checks using class check books.


3rd Nine Week Period:

A. Define assembly line and how it is beneficial

B. Describe the importance of checking for quality

C. Work cooperatively and explain the importance of team work

D. Assemble items with and without an assembly line and describe the difference

**Advanced students: Chart task completion rates


4th Nine Week Period:

A. Recite, write, or identify home phone number.

B. Demonstrate calling home or asking for assistance as needed.

C. Give directions to home or show address and ask for assistance as needed.

D. Explain when calling 911 is necessary and demonstrate the ability to do so in role play situations.

**Advanced students: Write directions to home and other necessary locations within the community.




Course Content Standards/Objectives

            My primary goal is to instruct my students in the goals and objectives of their Individualized Educational Plan (IEP). I coordinate age appropriate and functional level curriculums in an effort to maximize their educational opportunities while at the same time continue reality-based instruction. To address their emotional needs, I provide instruction on decision-making skills, anger management, practicing self-control, and self-advocacy. Due to diverse student needs, I use a variety of instructional strategies as listed:

            Whole class instruction

            Small group instruction

            Individualized instruction

            Peer tutoring


Performance Standards and Expectations:

            The expectation of each student is to function as independently as possible in the least restrictive setting possible for meeting the student’s special and unique learning needs. This includes the completion of classroom assignments to the best of the student’s ability, the completion of daily required tasks as independently as possible, appropriate social interactions with both disabled and non-disabled peers, and respect for authority and school and district policy. Students are expected to make steady and on-going progress towards the mastery of skills necessary for the successful completion of the goals and objectives specified in each student’s IEP (Individualized Education Plan).


Course Requirements:

            Requirements for the successful completion of each course taken by the student, including special education classes and mainstreamed regular education classes, include the following:

  1. Complete all assignments and participate in all class activities to the fullest extent possible.
  2. Put forth every effort to do quality work at all times.
  3. Bring necessary materials to class each day.
  4. Complete all homework tasks as assigned



            Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, teacher observations paired with the recording of data, and standardized assessments as appropriate. Folders of student work and records of progress will be maintained for each student. Student progress towards the mastery of IEP goals and objectives will be monitored weekly and an IEP Progress report and report card will be sent quarterly. Samples of each student’s work will be sent home each week. Student agendas will also be utilized as an on-going communication tool between the teacher and parents/guardians. Students will be assessed at the beginning of the school year and in the spring with the Brigance Inventory. Students will also participate in the SC-Alternate Assessment Program as deemed appropriate by the IEP team, which includes the parents.





Grading Scales:

            Due to the unique instructional, learning, and assessment needs of our students, all grades for each subject area will carry equal weight with four grades per subject area per nine week grading period.


Grading Scale:

A= 93-100

B= 85-92

C = 77-84

D = 70-76

F = 0-69

I = Incomplete


Homework Policy:

            Homework will be assigned at least twice a week, which includes daily review of each student’s Reading Notebook. Homework will be returned to students with feedback from the teacher.


Missed Assignments:

            Students will be given the opportunity to make up missed assignments due to excused absences.



            Students will follow the attendance policy of the district.


Classroom Rules for Student Behavior:

  1. Listen
  2. Be Polite
  3. Keep Hands, Feet, etc. to Yourself
  4. Raise Hands
  5. Stay in Seat



  1. Praise
  2. Good note or good call home
  3. Football (on class behavior chart) moved up and class store “model money”
  4. Class Store (Fridays)


Consequences for Breaking Classroom Rules:

1st Offense: Warning

2nd Offense: Football moved back and 25 cents paid from student’s Model Class Money.

3rd Offense: Football moved back and 25 cents paid from student’s Model Class Money.

4th Offense: Football moved back and 25 cents paid from student’s Model Class Money.

5th Offense: Football moved back and 25 cents paid from student’s Model Class Money ($1.00 paid for the day).


***3 times with football moved back to the “Oops” zone on the class behavior chart will result in the loss of class store privilege.


***The parent/guardian and an administrator will be contacted in the case of dangerous behavior.


Communication with Parents:

            Parents/guardians of students will be contacted throughout the school year. Parents will receive:

            A class syllabus including an explanation of class rules and procedures

            Interim Reports according to District schedule

            Quarterly IEP Progress Reports along with school Report Cards     

            Weekly samples of student work

            Telephone calls and notes concerning student classroom performance on a regular basis


Additional Information Specific to Our Class:

            In the spring, students will have the opportunity to participate in the Area 9 Special Olympics. Students are encouraged to participate in this enjoyable and worthwhile event. Students will also have the opportunity to participate in at least two community-based field trips during the course of the school year. Information pertaining to these activities will be sent home at the appropriate times. Students and their parents/guardians are encouraged to participate in extracurricular activities and our school’s parenting programs. Parents are welcome to schedule classroom visits and conferences by contacting the school office and the school’s Parenting Liaison.