For those of you unfamiliar with the acronym SCMC, it stands for Self-Contained Multi-categorical. This means that our classroom has students who qualify for Exceptional Children support services in one or more of the 14 disability categories such as Austism Spectrum Disorder, Intellectual Deficit - Mild ID (ID-Mild), Attention Deficit Hyperactivity Disorder (ADHD), Other Health Impairment (OHI), Specific Learning Disabilty (SLD), etc. At Overhills Elementary, our SCMC includes students from all elementary grade levels.
Students in SCMC classrooms receive instruction that aligns to their grade level Core Curriculum State Standards. This means that if they remain in this setting, they will be on an academic track that will allow them to obtain a high school diploma. My goal is to meet students where they are at academically and teach the skills and concepts needed to learn, understand and master grade level standards. Students are given accommodations needed to make progress toward those standards, but the standards are the same as their peers' in the general education classroom.
Often there are gaps or deficits in foundational skills in one or more curriculum areas (e.g. reading, writing, math, social/emotional, study/organizational) that impede grade level progress and mastery. It is not unusual for students in the SCMC to be reading or demonstrating math skills that are "below" their current grade level. In order to efficiently and explicitly address these deficits, I utilize evidence-based research programs.
At OES, we are currently using the S.P.I.R.E. reading program and the Number Worlds math intervention program. Students are given a placement assessment to help determine what level and lesson they should begin. These programs have built-in assessments that allow the instructor to determine if the student is ready to move on to a new concept or needs extended instruction to gain mastery of the skill/concept.
In an effort to help our students learn to gain a better understanding of their emotions and how to manage them in a positive manner, we are using the Zones of Regulation. The goal is to help students with sensory regulation, executive functioning (i.e. paying attention; starting tasks and staying focused on them; understanding different points of view; organizing, planning and prioritizing, etc.) and social cognition (i.e. thinking about and/or understanding social interactions.