Core Programs

Kindergarten & Junior II

Social-Emotional Development

Kindergarten & Junior II: Social-Emotional DevelopmentThe curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers with Special Needs social adaptation domain, The Vineland Adaptive Behavior Scales socialization domain, the Portage Guide to Early Education socialization domain and the Houghton Mifflin Sing and Share Kit.

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The curricular materials required for implementing the curriculum goals for Social-Emotional Development for Kindergarten I and Junior II include the Autism and PDD Social Skills Lesson curriculum, PECS symbols and written rules regarding socially appropriate behavior, the Houghton Mifflin Sing and Share Kit, teacher made social stories and embedded learning activities.

Special education strategies used in implementing the curriculum goals for Social-Emotional Development for Kindergarten and Junior II. The Board members recognize and unanimously approve the following direct teaching strategies used including cues and prompts (draw attention to the natural cues/prompts in some way, ask a question about a necessary option, tell the student what action to take, physically guide the student through the process), PECS symbols are used as visual cues and prompts; modeling (point out someone who is doing the behavior correctly, demonstrate the action that needs to be taken) shaping (break the task/behavior into smaller steps, model steps, have student complete initial or final step of the task that has been broken down into smaller steps and modeled for the student, gradually add steps for the student to complete) and the use of positive reinforcement.

Receptive-Expressive Language

The curriculum domains reviewed include Social-Emotional Development, Receptive-Expressive Language, Fine Motor, Gross Motor, Pre-Academic/Academic Skills and Self-Help Skills.

The curriculum goals were derived from a combination of research based sources including The Carolina Curriculum for Preschoolers with Special Needs communication domain, The AEPS Measurement for Infants and Children Assessment, Evaluation and Programming System social-communication domain, the Peabody Early Experiences Kit for Language Development, the BRIGANCE Early Childhood Developmental Inventory- 2010 Revised speech domain, the Curriculum Experiences for Literacy, Learning and Living- Elementary literacy and communication domains, the Houghton Mifflin Kindergarten Language Arts curriculum and the Alligators to Zucchini Early Literacy program vocabulary and comprehension domains.

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The curricular materials used for implementing the curriculum goals for Receptive-Expressive Language for Kindergarten and Junior II. These include a complete set of curricular materials provided in the Peabody Early Experiences Kit for Language Development, the Boardmaker CD providing a complete set of PECS symbols used for PECS language development and implementation of goals set forth in the BRIGANCE Early Childhood Developmental Inventory – 2010 Revised speech domain, Creative Resources for the Early Childhood Classroom, 5th Edition  and the theme based materials provided in the Houghton Mifflin Kindergarten Language Arts curriculum which are comprehensive and complete.

The Lindamood Bell Talkies Language program is used to support children with receptive and expressive language disorders. The goal of the Lindamood Bell Talkies Language program is to bring the sensory input of imagry to a conscious level and to connect that imagry to language processing, through a process of steps that consistently move through a sequence of receptive practice, expressive practice and imagry practice.

Reading

The Houghton Mifflin Early Emergent and Emergent Reading programs and the Houghton Mifflin Kindergarten Reading Curriculum. The Houghton Mifflin Grade 1 and Grade 2 Reading curriculums for those students who have mastered the sight words in the Early Emergent Reading curriculum with 100% accuracy. The Houghton Mifflin Grade One and Grade Two Reading curriculum provides a variety of interactive learning strategies based on each story or reading selection including small group discussion, co-operative learning activities and individual and small group research projects.

Math

The curriculum content, goals and materials provided in the Houghton Mifflin Kindergarten Math Curriculum and Grade I Math Curriculum.

The direct teaching strategies used in one-to-one and small group reading include visual and verbal cues, adult modeling, peer modeling and the use of positive reinforcement.

English

The Houghton Mifflin English Programme provides a strong foundation in listening, speaking and thinking skills designed to complement the reading curriculum in enhancing reading, writing skills and to prepare students for more advanced language usage. The Level K Curriculum is divided into four categories: Readiness, Language and Usage, Literature and Writing and Study Skills. The Readiness units address writing process readiness, listening, speaking, thinking strategies and fine motor skills.

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