Denee Kubena's UDL school.

1. HORACE MANN
JUNIOR HIGH
Denee Kubena

2. Our School
◦ We serve grade levels 7 through 8
◦ We have about 1,100 students at our school
◦ We are a Title 1 school
◦ Our mission is to use Universally Designed
Learning to promote a learning environment
where all feel welcomed and empowered.

3. Building Structure
◦ The parking is convenient and sidewalks are accessible for
all.
◦ Bus ramps and ramps to enter the school are easily
identifiable to any visitor.
◦ Every entry is locked but the buzzard to enter the building
will be at an accessible height to those in a wheelchair as will
the push to open button be.
◦ The school is two stories with 4 staircases and 2 elevators.
◦ There are enough windows for for natural lighting so that
we do not have to rely on bright/ harsh lights that can be
hard on those with sensitive eyes.

4. Building Structure Continued
◦ The front office is easy to navigate with the Principal, Vice
Principal, and the attendance offices directly outside of the
front office.
◦ Hallways are wide enough for “two lanes” for both
directions.
◦ Lockers are stacked so that every student has access to one.
◦ The library is on the first floor along with the two gyms, the
two computer labs, Agriculture class, and cafeteria.
◦ There are student and teacher bathrooms located in each
hallway.
◦ Every entrance sign have braille too.

5. Classroom Structure
◦ There are 4 teachers in each core subject for each grade level
(i.e. four 7th grade History teacher, four 8th grade History
teachers, etc.)
◦ Class’ have a maximum number of 20 students each.
◦ Each classroom come equipped with a smartboard, a teacher
computer, student desktop, document cameras, and a
classroom set of iPads that will only be used for that
classroom.
◦ Wifi is easily accessible to all employees and students
throughout the school.
◦ Classrooms have 25 desks so that teachers can easily
rearrange the classroom along with a u-shaped table for a
teacher station, yoga balls, a couch and bean bags.
◦ Each classroom allows for teachers to be flexible and inviting
to the students.

6. Classes
◦ Students are grouped by grade levels.
◦ There are gifted and talented classes, inclusion classes,
general education classes, resource classes, ESL classes, and
life skills classes. Students are placed based on whatever is
the least restrictive environment to them.
◦ In the classrooms, teachers should be grouping students
based on an algorithm that will allow for the maximum
extent of learning to take place.
◦ Teachers will be encouraged to use stations in their
classrooms.
◦ Class sizes will not extend passed 20 students
◦ Smaller class sizes allow for more flexibility in the
classroom which allow for maximum learning to take place.

7. Personnel
◦ a Principal
◦ 2 Vice Principals
◦ 2 Curriculum and
Instruction
Coordinators
◦ 504 Facilitator
◦ An RTI Facilitator
◦ 3 School Counselors
◦ A Testing Coordinator
◦ A Campus Safety
◦ A Receptionist
◦ A Registrar
◦ An Attendance Clerk
◦ A Nurse
◦ A Diagnostician
◦ A Speech and
Language Pathologist
◦ A Behavioral Support
Specialist
◦ An Autism Specialist
◦ An ELL Specialist
◦ A Librarian
◦ 3 Secretaries
◦ 14 SPED Teachers
◦ 12 Specials Teachers
◦ 36 Core Teachers
◦ 16 Para Educators.
There are:
The school staff is diverse, they are hired based on ability
and qualification, no applicant has or will be discriminated
against because of race, national origin, gender, race, age,
disability, or race.

8. Instruction
◦ Every student has access to a Free and Appropriate
Public Education
◦ Students have access to flexible instruction
◦ The days goals and objectives are always posted on the
board in a student friendly terminology.
◦ Apple Classroom is utilized by teachers to ensure
classroom instruction is being properly followed.
◦ A range of Assistive Technology is readily available for
teachers and students to use when needed.
◦ Instruction is presented to the students in a way that
utilizes the three brain networks.

10. General curriculum
◦ We follow the states standards when creating our curriculum but also take into consideration our students
and their needs so we will adjust accordingly.
◦ Our teachers set obtainable goals while still maintaining a challenging curriculum.
◦ Our school strives to use UDL principles to help build students’ self-esteem and motivate them to want to
learn.
◦ We look at a few key details when looking at our curriculum:
◦ Affective Network: How do we spark our student’s interest?
◦ Strategic Network: The multiple media platforms we have to present our information?
◦ Recognition Network: What option can we give our students to present their knowledge?
◦ We also keep in mind any barriers that may be present in the classroom or could arise during the lesson.

11. Technology
◦ Teachers have a SmartBoard, a desktop computer, a laptop
and personal iPad.
◦ The iPad has Apple Classroom on it so that the teacher can
monitor students from teacher work station if need be.
◦ The laptops are used for trainings and should be with teachers at
their weekly meeting with their curriculum specialist.
◦ Students have their very own iPads to take with them from
class to class and a set of headphones they keep on them at all
times.
◦ There is technology training once a month for teachers to
ensure we are using the best and newest technology out there.
◦ Students also have a technology lesson presented to them once
a month during advisory to show them the best way to utilize
their iPads.

12. Assessment
◦ Assessments are flexible and presented to
students in a way that address each individual
learners needs.
◦ Assessments are given periodically throughout
the unit so that instruction can be adjusted if
need be.
◦ Students know what options they have for their
assessments ahead of time so they can be best
prepared.
◦ Students are expected to keep track of their
assessments and monitor their growth along with
the teachers.

13. Example
◦ While in Ms. Rincon’s 7th grade Texas History class students go from station to station taking notes either
through traditional paper and pen or electronically:
◦ Station 1: Analyzing a political cartoon using
◦ T- what time period do you think this took place
◦ A- what actions are happening in the cartoon
◦ C- are there any captions or sayings in the cartoon
◦ O- what important objects stand out in this cartoon
◦ S- summarize what is happening/ what is the point of the cartoon
◦ Station 2: A card sort
◦ Students will sort card of famous explorers by what country they come from
◦ On the back of the cards there will be QR codes for students to scan on the iPads and learn interesting facts.
◦ Station 3: Videos
◦ Students will be given the web address to a symbaloo that has been customized with links to videos for the students to click on and
watch
◦ Station 4: Mapping
◦ Students will map and color the routes of the explorers using readings and their context clues
◦ The last 10 minutes of class students will be given an exit ticket to assess what they learned that day. It will
have multiple options for students to chose from to express their knowledge.

14. References
◦ https://education.wm.edu/centers/ttac/resources/articles/consultcollaborate/assessflexgroup/index.php
◦ http://www.aver.com/AVerExpert/7-edtech-tools-every-smart-classroom-needs
◦ https://www.ed2go.com/courses/teacher-professional-development/child-development/ilc/differentiating-k-12-assessments
◦ https://www.edutopia.org/article/your-flexible-classroom-questions-answered
◦ https://www.google.com/search?biw=1440&bih=790&tbm=isch&sa=1&ei=CzsxXYetI4et0gLKm4WQCQ&q=diverse+school+
staff&oq=diverse+school+staff&gs_l=img.3...35695.38815..39247...0.0..0.86.457.8......0....1..gws-wiz-
img.......0i7i30j0i8i7i30.f8MHsevNsaI&ved=0ahUKEwjH3tWZh8DjAhWHllQKHcpNAZIQ4dUDCAY&uact=5&safe=active&ss
ui=on#imgrc=9UAywPm5pNKb6M
◦ https://www.lcisd.org/campuses/readingjh/about
◦ https://www.macrumors.com/2018/03/27/apple-classroom-app-schoolwork/
◦ https://www.momentumearlylearning.com/curriculum/philosophy/
◦ https://www.shutterstock.com/video/clip-4893608-busy-school-hallway-students-walking-class
◦ Rose, DH., & Meyer, A. (2002) Teaching Every Student in the Digital Age. Universal Design for Learning. Association for
Supervision and Curriculum Development, Alexandria Virginia.