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2015 04 mini grant geffen gardner

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Mini-grant demonstration project presentation -
Angie Geffen & Paige Gardner
MSD-FC
“Innovative Instructional Strategies and Accommodations
for HS Deaf students with Additional Learning Needs”
CBSS Advisory Committee Meeting, April 24, 2015 - www.CBSS.UMD.EDU

Published in: Education
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2015 04 mini grant geffen gardner

  1. 1.  2013-2014 MSD began an enrichment class period  Enrichment class data justified establishing a high school self-contained classroom  2014-2015 self-contained class was established  Relationship with CBSS
  2. 2.  Goal of the project  Student population  Students’ IEP Goals  Additional Areas Targeted  Staff Collaboration  Staff Training
  3. 3.  High contrast clocks  Page magnifiers  Highlighting tape/Highlighter  Non-glare page protectors  Color printer  No-glare laminating pockets
  4. 4.  Floor lamps  Throw rugs  Duct tape  Bins/baskets  Zip lock bags
  5. 5.  Bins of items for sorting/packaging  Clip boards  Spray bottles  Homemade cleaning cloths  Later- objects for sorting and packaging
  6. 6.  Homemade playdough  Clicky toys  Chewy Toys  Beans  Non-latex gloves  marbles
  7. 7.  Card stock for making visual supports  Small communication binders
  8. 8.  Later- USB flash drives  Many of the visual and environmental supports also impact academics  Large calculators
  9. 9.  Thanksgiving  Red Robin  Community Walking Field Trip  Ownership of the Classroom area  Later-Mint??
  10. 10.  Students › Visual access › Organization › General communication › Communication with peers › independence  Teacher › Structured environment › Greater academic outcomes › Better understanding of what to do with students › Great support from consultation with Donna and CBSS Institutes  Staff › 1:1 more involvement › Related service- services and consultation within classroom context › JTC partnership for pre/voc training › Administration- show the needs and ways to meet needs of these students
  11. 11.  Students › Impact of tactile needs › Response to + behavioral mgt. with visual supports › Confidence › Leadership skills › Elaborated communication › Developed more quickly › Internalized tools › Beginning self- advocacy (no,help) › Personalities revealed › Students transitioning out  Teacher › Make learning meaningful/real; i.e. use real money › Bringing the work to the students › Learning to make graphs/charts for aides/others to narrow needs of the students › The importance of being specific  Staff › 1:1- learned more about FERPA, cuing, more invested, see the students › Related Services/Families- found resources, started conversations › Academic/ASL- interest in what doing, interest in collaborating › Administration- see a place for students with challenging needs
  12. 12.  Building on established structure  Anticipating continued progress with better staff knowledge and student comfort/accessibility  Bringing in students with more challenging needs  Focusing on more staff training  Incorporating more technology for education and documentation of progress

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