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Functional Curriculum

Boyd County Middle School
1226 Summit Road
Ashland, KY 41102

Syllabus 2015-2016

Mrs. Anissa Justus

COURSE DESCRIPTION: Functional Self-contained

During the 2013-2014 school year my students will be actively engaged in addressing the academic, behavioral, functional life centered and social goals delineated in their Individual Education Plans. Their curriculum is designed to remediate academic and behavioral deficits, enable successful completion of the middle school course of study for functional self-contained students, and facilitate preparation for the their next grade level offered in Boyd County. This will be accomplished by using goals and objectives from students’ IEPs and Kentucky curriculum standards. A variety of instructional approaches will be employed to accommodate student diversity. Each student will receive a quarterly update on IEP objective progress.

Course: Functional Curriculum

Course Description:
The Functional Language Arts and Reading Curriculum includes standards based direct instruction in grammar, mechanics and composition. The functional curriculum emphasizes writing and reading skills used in the “real world”.

Course Title: Functional Life Centered Career Education

Course Description:
The purpose of the Life Centered Career Education Units is to help students develop the ability to achieve socially responsible behavior, achieve daily living skills that will enable them to live independently and be gainfully employed by exhibiting appropriate occupational skills.


The aims and objectives of the subject groups address all aspects of learning including knowledge, understanding, skills, and attitudes.
 Knowledge: The facts that
· the students should be able to recall to ensure competence in the subject.
· Understanding: How the student will be able to interpret, apply or predict aspects of the subject
 Skills: How the student will be able to apply what
· has been learned in new situations.
 Attitudes: How the student is changed
· by the learning experience.


Whenever possible, the students will participate in the Community Based Instruction curriculum framework and the fundamental concepts designed in its curriculum and school activities. In addition, the Special Education classes need to ensure the mastering of their IEP goals and objectives. One objective is that the student will go out into the community to receive practical and needs-based teaching and experience. In this Community Based Instruction (CBI) students learn and practice social skills and functional life skills, such as ordering from a menu, shopping at various types of stores, and budgeting time and money. Lesson plans will reflect the approaches that are used in the regular classes in 6th, 7th and 8th grades.


My primary goal is to instruct my students in the goals and objectives of their Individualized Education Plan. I use functioning level curriculums in an effort to maximize educational achievement and provide reality-based instruction in order that students may function successfully in the real world. To address emotional needs, I provide instruction on decision-making skills, anger management, practicing self-control, and self-advocacy.
Standards are used where appropriate (many are not applicable for special education students) but the IEP goals and objectives must be the basis for the various materials used in instruction. 


Functional Language Arts
First Quarter
Writing legibly
Writing in complete sentences
Journal writing
Completing forms used in the real world
Spelling number words
Spelling words, high frequency or based on student needs
Listening and Speaking (following oral instructions and giving oral descriptions)
Consumer vocabulary

Second Quarter
Completing forms used in the real world
End punctuation
Writing personal and business letters
Letter formation and placement
Consumer vocabulary

Third Quarter
Writing lists
Keeping an address book
Using telephone books and dictionaries
Consumer vocabulary

Fourth Quarter
Writing on the Job
Letter writing
Writing for specific purposes
Consumer vocabulary

Functional Reading
First Quarter
Vowel-Consonant-e Syllables
Long Vowel Sounds
Silent e
High Frequency Words
SRA Corrective Reading lessons
Getting the Main Idea
Second Quarter
Open Syllables
Consonant + le Syllables
Sound Options
Inflected Endings
High Frequency Words
SRA Corrective Reading lessons
Determining Facts and Details

Third Quarter
High Frequency Words
Compound Words
Variant Vowels
Spelling Generalizations
Inference and Drawing Conclusions
Locating Answers
SRA Corrective Reading lessons

Fourth Quarter
High Frequency Words
Suffix, Prefixes, Roots
Multi-syllabic Words
Main Idea
SRA Corrective Reading lessons
Using Context Clues

Functional Life Centered Career Education:

First Quarter
Managing Personal Finances
Selecting & Managing a Household
Caring For Personal Needs

Second Quarter
Buying, Preparing & Consuming Food
Buying & Caring for Clothing

Third Quarter
Exhibiting Responsible Citizenship
Utilizing Recreational Facilities

Fourth Quarter
Engaging in Leisure
Getting Around the Community

Personal-Social Skills

First Quarter:
Achieving Self-Awareness
Acquiring Self-Confidence

Second Quarter:
Achieving Socially Responsible Behavior
Maintaining Good Interpersonal Skills

Third Quarter:
Achieving Independence
Making Adequate Decisions

Fourth Quarter:
Communicating with Others

Occupational Guidance and Preparation

First Quarter:
Knowing & Exploring Occupational Possibilities

Second Quarter:
Selecting & Planning Occupational Choices

Third Quarter:
Exhibiting Appropriate Work Habits & Behavior

Fourth Quarter:
Seeking, Securing, & Maintaining Employment


Students are required to experience and explore each of the five areas of interaction.

Approaches to learning, in which students take increasing responsibility for their learning.

Community and service, through which students become aware of their roles and their responsibilities as members of communities.

Environment, health and social education, broad areas of student inquiry where personal as well as societal and global issues are investigated and debated.

Where possible, the functional self-contained classes will share instructional activities with general education teachers units in the building especially as concerning Community Based Instruction.

A variety of teaching methods and strategies are used in lessons. Learning Focus strategies-- activating strategies, use of graphic organizers, inquisition lessons, and summarizing techniques are used. Use of color on overhead transparencies help focus attention. Hands-on activities and games are used to reinforce learning. Collaborative pairs, small groups, mnemonics, reciprocal teaching, think/write/discuss lectures, KWL charts, modeling, role playing, foldable booklets and various summarizing strategies are used.

ASSESSMENT (formative and summative):

The students who are assigned to the functional self-contained classes have had psycho-educational evaluation and have exhibited below average aptitude. Evaluation data and formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. An individual criterion for the mastery of each objective is included in the IEP as are methods by which mastery will be assessed. In addition to academic requirements, all students must meet the attendance policy requirements of the district.
Formative assessment is used daily in all areas. Formative assessment may be by teacher observation, or alternative assessment based on student need. Most units of study have Unit or Chapter tests as well as pre and post tests to measure achievement. KWL is frequently used for science. My students enjoy taking the role of “teacher” and acting as instructor for parts of various classes. Drill and practice basketball is a formative assessment tool enjoyed by the students. Criteria for mastery varies according to each IEP.

My students will be graded on the work accomplished at their achievement or instructional level. Grades will be recorded on computer using STI. Formative assessment is used daily. This may be by thumbs up/down technique, alternative assessment (drawing a picture), oral answers, or by small group collaboration, as well as by traditional written answers. Students may be graded by participation.

Students in the functional curriculum do participate in statewide testing, but at off-grade levels, which is specified on their IEPs.


A 90-100
B 80-89
C 70-79
D 60-69
F below 60

Various Language Arts books and texts
State Curriculum Standards for Math, Language Arts, Science and Social Studies
Multiple Skills Reading Series
Specific Skills Reading Series
Systematic Instruction of Social Skills Lessons
Various miscellaneous books and articles
Newspaper ads
Chalk, eraser
Life skills flash cards
Phonics video lessons
Various instructional videos
Educational games
Calculators(regular), money calculators
Multiplication wrap manipulatives
Multiplication plastic grid
Focused Learning Notebook
Information and materials from workshops, classes, inservices, etc.
School media center
Library books/reference materials
Classroom computers
Easy listening music
Internet web sites pertaining to course content

Homework is assigned at different frequencies, depending on student needs and subject. Some students have daily homework for learning or handwriting practice. Students receive homework grades for assignments that require parent signatures. Some homework math assignments may be to practice with a parent one multiplication fact, requiring parent signature. Group homework assignments are posted in their agenda.

Reporting to parents is done every 9 weeks, through Quarterly Progress Reports, as well as Report Card grades. Goals and objectives on the IEP will be updated quarterly and the results given to parents. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, and teacher observations.

Students may complete missed assignments during free time or for homework. The student will have several days to complete missed assignments.

Classroom rules were developed with consideration given to individual behavior plans that are part of an IEP. The teacher will give discretion in rewarding positive behavior and upon consequences.
Class rules are:
1) Be respectful
2) Be courteous
3) Be prepared
4) Treat others as you wish to be treated
5) Try your best at all times! 

Attendance- the paraprofessional will take attendance during homeroom.
Restroom breaks- are given upon request from student. Our restroom is located in our classroom.
Behavior problems are documented in my classroom notebook. Contact with parent is documented in this notebook. A phone log is kept.

Parents are contacted throughout the year and are encouraged to call or send notes anytime a concern or question arises. Each student is given a student planner and parents are encouraged to read and sign it also.  CBI forms are sent home before out of county CBI outings. Telephone calls are made concerning student behavior, IEP topics, or class work.

My planning time is from 2:00 until 2:50.  If I am in a meeting or conference, the office will give me your message and I will return your call as soon as possible. To schedule a conference, please call for my first available time to meet with you.
Contact Us
Boyd County Public Schools
1104 Bob McCullough Drive
Ashland, KY 41102
View Map & Directions
Phone: 606-928-4141
Fax: 606-928-4771