Collaborative Curriculum

English Language Arts

English Language Arts instruction is conducted by explicit teaching of core reading skills; encoding, decoding, comprehension, communication and composition.

Phonics based instruction is conducted for pre-reading skills to include letter ID, letter sounds and rhyming skills

Decoding (reading) and encoding (spelling) skills are based upon the previously learned phonics sounds

Comprehension skills such as main idea, “wh”-questions, predicting, retelling, plot character development, cause and effect etc… using graphic organizers are directly taught and then generalized to social studies and science curriculum

Handwriting and typing skills are taught in conjunction with the occupational therapist

Composition skills are encompassed throughout all the subject matters to include sentence and paragraph development to create letters, descriptions of events, reports on non-fiction and books. These skills can be modified to include dictation for those with fine motor difficulties

Communication skills are a big portion of the EBS curriculum. The focus is on appropriate communication skills such as voice tone, eye contact, voice volume, waiting, making appropriate comments to others, raising hand and attending in a group. This is addressed throughout a variety of school projects and presentations, such as current event days, morning meeting and book reports

Mathematics

Math instruction is conducted by teaching the skills using concrete models first, transferring it to semi-concrete instruction and lastly to more abstract instruction. Manipulatives are used to aid instruction on the following topics

Number facts to include counting, number concepts, sequencing, 1:1 correspondence and skip counting

Basic computation skills such as addition, subtraction, multiplication, division and higher order computation skills such as exponents

Fractions, patterns, time telling, graphing, geometry and probability are first explicitly taught and then applied in other content areas such as social studies and science

Measuring skills are addressed during small group social skills cooking lessons and during science labs

All skills are generalized to word problems

Social Studies

Social Studies curriculum is theme based per grade. The following is a list of themes we cover

Kindergarten : Community

First : Folktales Around the World

Second : Cultures

Third : Massachusetts, Our State

Fourth : North American Geography

Fifth : Early History

Each year we focus on different skills underneath the contents of Maps, Citizenship, Personal Information, Basic Historical Facts. Several Units of study are included for historical events and geography

Map skills include identifying a map as a representation of space, locating cities, countries, oceans, rivers, mountains, using map keys, directions, ID different types of maps, comparing historic and contemporary maps

Citizenship skills include identification of our symbols and cultures, participation in voting and taxation concepts, learning the pledge of allegiance, demonstration of basic concepts as responsibility, honor, respect; understanding of USA holidays, understanding of our president and his role

Personal information skills such as the use of timelines, calendars, ancestry, family trees

Knowledge of basic historic facts and geography conducted through "Units of Discovery"

North American Regions Wampanoag Indian Tribe First Thanksgiving Famous Americans Folktales around the work Leadership skills American Revolution Home town study Canada, Mexico, China study 13 colonies French and Indian War Early explorers Constitution First 4 presidents

Science and Technology

Science units are theme-based, all grades are working on the same unit and engage in grade appropriate study of these topics

Organism Unit: includes non-living versus living, cellular development, animal classification

Human Body Unit: 5 senses, body parts, organs and our interactions with the world

Plants Unit: basic features and functions, classification

Natural Environment Unit: ecology and an understanding of scarcity of resources

Water Unit: specific properties, importance of, water cycle

Oceans Unit: review life cycles of its animals and components of the ocean

Space Unit: Earth, solar system, stars, the sun, moon, galaxy and universe

Weather Unit: patterns of change, precipitation and climate versus weather

Minerals and Rock Unit: focus on the composition of the Earth, 3 types of rocks, elements and minerals

Dinosaur Unit: fossils and dinosaur identification

Natural Disasters Unit: volcanoes, earthquakes, hazards and mudslides

Simple Tools Unit: the students engage in the creation of an invention and the application of math and physics to science

Expressive Arts

Students participate in music class weekly as well as directly taught art classes and art projects integrated into other content areas. Students also participate in informal plays and large group productions such as the talent show. The purpose of such events is to generalize skills learned in other content areas across environments.

Social Skills and Health

A primary focus of the EBS program is to increase pro-social skills, functional communication skills and increase the well being of the students. In conjunction with the Social Worker, each class participates in weekly social skills lesson or activity that addresses social skills. Each student also has opportunities in the gym and playground to participate in group games and sports. Health skills are taught throughout the day.

Emotion identification, receptive and expressive labeling

Self-regulation activities that may include deep breathing, taking breaks, journal writing or engaging in physical activity

Appropriate alternative responses to conflict situations; walking away, talking to an adult

Taking turns, waiting, sharing and working cooperatively

Playing games with your friends and losing gracefully

Appropriate conversation skills; topic regulation, eye contact, reciprocal commenting

Non-verbal social skills instruction; gestures, body posture, facial expressions

Impulse control and delayed gratification techniques

Healthy living choices and the nutrition pyramid

Self-care skills such as hand washing, face washing, cleaning work area

Safety awareness in the community

Daily Living Skills

One important goal for all of our programs is increased independence for each student. Independence includes the ability to approach and complete daily living skills as competently as possible. Our programs directly teach a hierarchy of daily living skills appropriate for the individual’s age and developmental level.

A variety of techniques and approaches are used to match individual learning needs and styles as described on IEP's. Skills taught include grooming, dressing, hygiene; social interaction; organization, personal routines and schedules; task/chore approach, completion and evaluation; nutrition, cooking, serving, eating and clean-up; budgeting, and purchasing.

The Team identifies daily living skills in which a student demonstrates a substantial deficit. Goals are then set on the IEP to help the student develop increased independence in daily living skills. Progress is carefully monitored and new goals set when appropriate.

Toileting Procedures

Toilets in each program are sized appropriately for the ages of the students and have ventilation and dividers to protect privacy. Sinks, soap and towels are adjacent. Supervision and training are provided to attain the goals of hygiene and independence in toileting. Special needs in this area are designated in IEP's to meet the physical and emotional needs of all students.

Young children are taken to the bathroom by staff on a regular basis whether they are toilet trained or incontinent. Students who soil or wet are changed by staff that wear clean gloves and use individual supplies. Each bathroom includes disposable changing pads and rubber gloves. Parents are to provide disposable diapers and diaper wipes. Soiled clothing is placed in plastic bags in a covered, waterproof container and sent home at the end of each day. Used changing materials are placed in covered plastic receptacles and emptied each night by janitorial staff.

All young students are required to have one set of extra clean, dry indoor clothes to change into if their clothing becomes soiled or wet.