NEW BROWNSVILLE ELEMENTARY SCHOOLKlarissa Cortez

SPED 6334

Structure

Large parking lot to maneuver with designated car spots for vehicles with wheelchair-bound students closest to building

Clearly marked crossing from lot to building with a drop-off point in front with overhead canopy and textured pavement for rough weather conditions

Plastic-coated steel guardrails on ramps outside to protect hands from the cold

Adaptive playground equipment with wheelchair access and tire chips instead of rocks or sand on playground surface

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Structure

Multi-level school with step-free entrances for wheelchairs, strollers, canes, etc. and push-button entrances for wheelchair-bound students

Ramps, elevators, talking/picture signs, Braille on all signage as well

Larger stalls in bathroom for wheelchairs and strollers

Plastic-coated steel handrails throughout school and restrooms

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Classes

Arranged by ability-level (high, medium, & low proficiencies) within each grade; Pre-K to 2nd grade with student ratio 1:15

Teach whole class the same lesson, then break into ability groups with tailored assignments, projects, exams, and homework for each group according to their abilities.

As on-going progress monitoring continues, students may be switched to a higher or lower group according to mastery level and need.

Teachers will consider barriers to learning in three aspects: Academic Ex: pictures & symbols used in place of words at first to

establish fluency Physical/sensory Ex: a deaf student would benefit from closed

captioning/Ex: a student w/sensory issues might benefit from sitting on a cushion or therapy ball to alleviate excessive fidgeting and distractions

Social/emotional Ex: Contingency management plans or student contracts could be used for students w/emotional disturbance or behavior problems to control behaviors in the classroom

Ideal Classroom Layout

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Ideal Classroom Layout

Usually cluttered desks and furniture

No access to resources and materials

Teacher lectures from desk No sense of equal learning

environment; students can make fun of SPED students without reprimand

Teachers usually are forced to “teach to the middle” leaving out struggling students and gifted learners

More room to maneuver wheelchairs without disturbance

Separate table exclusively for one-on-one instruction

Clear “quiet space” provided for students

Easy access to resources and materials

Teacher continuously moves around classroom

Teacher establishes equal learning environment; all students get along & learn empathy

UDL classroom & resources are accessible to ALL learners

Traditional classroom UDL classroom

Personnel

Qualified teachers will be required to complete refresher courses for their respective grade levels every 3 years

1st year & beginner teachers will be required to complete yearly refresher courses for their respective grade levels

Paraprofessionals will also attend workshops and seminars as needed

2 counselors, 1 educational diagnostician, & 1 licensed specialist in school psychology (LSSP)

A mentor program for teachers will be implemented where more seasoned teachers guide new teachers throughout their first 2 years of teaching.

Special education class will only contain moderate to severe cases; all other students will be integrated into general education settings

Support staff will include: Office staff CAMP support staff (Computer, Art,

Music, Physical Education) Custodial staff IT support on-campus Nurse & nurse’s assistant Related services: ST, PT, OT, AT

Personnel

All teachers and support staff will be trained in UDL principles and provided with opportunities for practice with co-workers

All teachers and paraprofessionals will also learn and become proficient in various types of technologies; w/ more intensive support for those who have little experience with technology

All teachers will be required to emphasize the three brain networks in every lesson and provide specific methods they will use

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Instruction

Teachers can provide access to the curriculum to all students using a repertoire of teaching strategies:

Avoid limiting presentation style; consider media, concept maps, or graphics to enhance materials under review or being introduced

Provide multiple means to access materials and resources, scaffold reading with supports, consider alternative note-taking strategies (i.e. audio recorder, electronic note-taking)

Give students alternative means for collecting information and presenting it to demonstrate knowledge and mastery

Monitor cooperation in working groups and student roles

Evaluate assessments for students for alignment to standards and goals frequently

If needed, consider alternative forms of test delivery (i.e. oral tests, unlimited time, etc.)

Sample UDL Lesson Plan

General Curriculum

All students will follow a general curriculum with on-going collaboration and input from general and special education teachers and IT support

All three parties will analyze potential barriers to learning and create solutions Ex: Textbooks (barrier)

Digitizing texts (solution)

Focus will be on making curriculum flexible for ALL students

Curriculum Management Curriculum mapping Content & structure analysis Student assessment Program evaluation Research, review, & revise

Feedback from teachers at the end of every year

Individual needs will be addressed by the teacher (& SPED teacher if necessary)

IEP meetings will be convened to make modifications to curriculum plan

General Curriculum

Teacher planning will involve deconstruction of all subject areas in order to remove barriers & embed UDL technologies and practices:

Subjects Content Sequence of lessons Performance objectives Planned learning & activities

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Technology

Computers/laptops/iPads/& tablets in every classroom

Software to support multiple needs of students text-to-speech Audio software Video clips

SMART Boards, MOBI devices, ELMO projectors

Televisions with closed captioning, DVD, & VHS capabilities

Various assistive technology devices (AT): “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability”. (20 U.S.C. 1401(1))

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Technology

Educational games by ability level Computer-based and tangible

board games Single-player and multi-player

Large-print and Braille printing services

Music Digital libraries in every

classroom Talking word processors Interactive online programs

for specific subject areas Achieve 3000 iStation

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Assessment

Assessment measures will be done three times throughout the year in every subject area to ensure students are not in an ability group that is too advanced or too slow for them.

Teachers will provide multiple modes for expression including: Art (painting, collages) Creating music & lyrics

Experiments Interpretive dance Skits Multi-media presentations Written reports Oral reports Student portfolios Group/individual projects Monitored debates Written exams

Multiple-choice Essay Short-response