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

3.  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

4.  Goal of the project
 Student population
 Students’ IEP Goals
 Additional Areas Targeted
 Staff Collaboration
 Staff Training

10.  High contrast clocks
 Page magnifiers
 Highlighting tape/Highlighter
 Non-glare page protectors
 Color printer
 No-glare laminating pockets

11.  Floor lamps
 Throw rugs
 Duct tape
 Bins/baskets
 Zip lock bags

12.  Bins of items for sorting/packaging
 Clip boards
 Spray bottles
 Homemade cleaning cloths
 Later- objects for sorting and packaging

13.  Homemade playdough
 Clicky toys
 Chewy Toys
 Beans
 Non-latex gloves
 marbles

14.  Card stock for making visual supports
 Small communication binders

15.  Later- USB flash drives
 Many of the visual and environmental
supports also impact academics
 Large calculators

16.  Thanksgiving
 Red Robin
 Community Walking Field Trip
 Ownership of the Classroom area
 Later-Mint??

21.  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

22.  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

24.  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