• Accelerated Reader

Special Programs

The Special Programs staff is excited about the many opportunities we have to be a part of our school and community. We have developed theme units, designed to reinforce IEP and AAP goals and objectives. Listed below are some of our plans for the year.

 

Special Programs Staff

 

Pre-K, K-5

The North Carolina Extended Content Standards has

•  Competency goals for each academic area at each grade level

•  A number of objectives for each competency goal

•  Specific skills for each objective to show mastery of that objective

 

And the students access the curriculum by one of three different access points;

Symbolic Access points	Early Symbolic Access points	Pre-Symbolic Access points
Communicate or demonstrate understanding	Demonstrate knowledge	Demonstrate awareness
Eg; demonstrate the ability to recognize common printed words or pictures	Eg; demonstrate attention to the reader	Eg; demonstrate awareness of being read to
Demonstrator: Indicate the location of print in pictures and environmental print. Track left to right across a sequence of pictures, symbols or words	Demonstrator: Choose book to independently interact with by looking at pictures and turning pages.	Demonstrator: Cease other activity to indicate awareness that teacher is reading a book. Maintain attention on book or reader while being read to

 

Grade K

Extended goal 1: The learner will develop and apply enabling strategies and skills to read and write.

•  Develop book and print awareness

•  Demonstrate the ability to recognize common printed words and pictures.

•  Demonstrate the ability to track print

•  Develop phonemic awareness

•  Relate letters to sound

•  Decode symbols

•  Demonstrate understanding of commonly used environmental symbols

•  Attend to pictures, text, environmental print or symbols

•  Attempts to read simple, patterned, decodable or predictable text

•  Choose text for exploration

•  Interact daily with self selected text

 

 

The Curriculum is spiraled from K-5 for Language Arts and Math. The extensions of these competencies are further broken down based on grade level requirements.

 

Language Arts:

 

•  The learner will develop enabling strategies and skills to read and write

•  The learner will develop and apply strategies to comprehend text that is read, heard, and viewed

•  The learner will make connections through the use of oral and written language, and media and technology.

•  The learner will apply strategies and skills to create oral, written, and visual texts.

•  The learner will apply grammar and language conventions to communicate effectively.

 

Math

 

•  The learner will recognize, model, and write whole numbers

•  The learner will explore/ recognize / use, concepts of measurement

•  The learner will explore / recognize / identify / use , concepts of geometry

•  The learner will collect / use / understand / data and simple probability concepts

•  The learner will understand / create / recognize / patterns and simple mathematical relationships

 

North Carolina Extended Content Standards Life Science Curriculum for ID Moderate I (grades K-2)

Kindergarten;

•  Observe and communicate similarities and differences among animals

•  Explore, observe and communicate daily weather and its effects on human activities

•  Make observations and build an understanding of the properties of common objects

•  Explore, observe, and communicate uses of nonstandard and standard units of measure

 

First grade;

•  Investigate needs of plants and animals

•  Develop and use student's own system to sort solid earth materials

•  Explore, observe, communicate, and investigate properties of solids, liquids and mixtures

•  Explore, observe, and communicate balance, motion, and weight

 

Second grade;

•  Explore and communicate stages of animal life

•  Explore and/or communicate the ways in which weather is measurable

•  Explore and /or communicate changes in states of matter (liquids, solids, and gases)

•  Explore, observe, and communicate how different sounds are produced and how sound is detected

 

North Carolina Extended Content Standards Science Curriculum for ID Moderate II (Grades 3-5)

 

Grade 3

-Investigate and communicate growth and development of plants

-Explore, observe, communicate, and investigate an understanding of soil properties

-Investigate structures of the human body and how they enable movement

-Explore, observe, communicate and investigate the relationships and patterns of movement of the earth, moon and sun

 

Grade 4

-Explore, observe, communicate and investigate how animals are suited to their environments (adaptation)

-Explore, observe, communicate and investigate mineral properties, rock composition and the uses rocks and minerals

-Explore, observe, communicate and investigate magnetism and electricity

- Explore, observe, communicate and investigate that bodies require a variety of foods to remain healthy

 

Grade 5

-Explore, observe, communicate and investigate how living (plants and animals) and non living things are connected (climate, geography, amount of food/food chains, roles within ecosystems)

-Explore, observe, communicate and investigate the forces that shape landforms (water/ice, wind and gravity)

- Explore, observe, communicate and investigate patterns of weather over time (climate)

- Explore, observe, communicate and investigate forces and motion.

 

 

 

Curriculum Resources-a more in depth look at what we are teaching, learning and testing in ID Moderate II classes:

 

Link to access the Adapted Curriculum: http://www.ncpublicschools.org/curriculum/ncecs

 

Link to access Sample questions for the Extend One end-of-grade tests (Grades 3-5):

http://www.ncpublicschools.org/accountability/policies/tswd/ncextend1

ID Moderate levels I and II participates in the Special Olympics Bowling Tournament and the Spring games. Level II participated in the Basketball Tournament as well.

 

 

 

Pre School

 

The Pre school class at Charles R. Bugg Elementary is a special needs class for 3-5 year old students.

 

The class learns through play based activities, checklists and curriculums. Each child has an IEP that is written and monitored by a team of professionals based on the students needs. The team can consist of the teacher, speech, occupational, and physical therapist. Other professionals would be an LEA, behavior manager or psychologist as needed.

 

Play Based Assessments and Checklists

 

Carolina Curriculum: “The CCPSN is a systematic curriculum that directly links a skills assessment with activities to promote those skills that have not been mastered.”

 

Concentrated Areas-

•  ?? Personal-Social

•  ?? Cognition

•  ?? Communication

•  ?? Fine Motor

•  ?? Gross Motor

 

Building Blocks - Building Blocks is an early childhood curriculum that educates parents and caregivers about the basics of working with young children. Designed for parents and caregivers of children ages 3 to 6. Building Blocks helps to open up the lines of communication with young children.

 

 

Charlotte Mecklenburg Schools Age Appropriate Skills - This is a checklist that teachers can use to observe students age appropriate skills. It is geared for children birth –kindergarten.

 

 

Themes we cover during the traditional school year;

ARTSLPORING OUR WORLD

•  Back to School ; school orientation, learning the rules and expectations, people and specialist in our school.

Activities: Bus Evacuation drill, School tour.

•  Fall and the Farm ; Changes in the season means a change in what we wear, feel, and see in the fall and on the farm.

Activity: Visit to Hilridge Farm.

•  Our Five Senses ; What they are and what part of our body is used for each.

Activity: Five Senses Centers tour

•  Me and My Family ; We learn about who we are and the differences and similarities between our families and where we live.

Activity: Posters of student's family.

•  Winter ; The changes in what we wear, feel, see, and do during this season.

Activity: Shopping trip and lunch at McDonald's,

Winter Informance with Fashion Show

•  Community Helpers; Who are the people in our community and what do they do and what do they use and wear to do what they do?

Activity: Field trip to the Fire Station and lunch at McDonald's

•  Spring; What are the changes we see in the Spring with nature and animals and insects? What are the changes in the clothes we wear?

Activity: Make plants

North Carolina Museum of Natural Sciences

•  Summer; What are the changes in what we see, wear, and do.

Activity: Picnic at the Worthdale park