Sabrina Washington Elementary School is implementing several security and accessibility measures. The main entrance will have bulletproof glass and be braille equipped. All backpacks must be scanned upon entry and students will report to the accountability area in the mornings. Hallways and restrooms will have braille signs. The school will also have automatic door openers, advanced wheelchair ramps, and sensory operated equipment available throughout the school.

1. SABRINA WASHINGTON ELEMENTARY SCHOOL

2. THE SCHOOL’S MAIN
ENTRANCE WILL BE
CONSTRUCTED WITH A
STEEL FRAME AND
BULLET PROOF GLASS
BRAILLE EQUIPPED

3. ALL
BACKPACKS
MUST BE
SCANNED
UPON BEING CLEARED TO ENTER THE
SCHOOL PLEASE PROCEED TO THE SCANNING
STATION

4. “
”
Under the Americans with Disabilities Act (ADA), public facilities must
be accessible to persons with disabilities. Many hallways have a
narrow construction and need to support a high volume of pedestrian
traffic walking in more than one direction at the same time. As a
result, it can be difficult for those with disabilities like me to access
and maneuver in crowded hallways. To ensure that individuals with
disabilities can comfortably access hallways and corridors in public
facilities and schools, there are established ADA hallway width
requirements for all public buildings. Thanks for complying.
(https://legalbeagle.com/7829693-ada-hallway-requirements.html)
Hallways with a clear width of less than 60
inches must provide passing spaces at
reasonable intervals. The maximum intervals of
the passing zones is 200 feet, and the clearance
width of the zones must be at least 60 inches
by 60 inches.

5.  ALL STUDENTS WILL BE REQUIRED TO REPORT DIRECTLY TO THE ACCOUNTABILITY AREA in the
mornings. PLEASE FOLLOW THE YELLOW LINES ON THE FLOOR LEADING TO THE GYMNASIEUM .

6. PLEDGE OF ALLIGENCE WILL BE
RECITED AND DISPLAYED ON A BIG
SCREEN TV IN THE GYM.
ANNOUNCEMENTS WILL BE READ BY
AN ADMINISTRATER FOLLOWED BY
TEACHERS TAKING DAILY
ATTENDANCE

7. All doors and restrooms entrances will have braille signs for students with visual
impairment.

8. Classroom Acoustics Standard adopted into the International Building Code in 2016.
WHY?
Every day, thousands of students across the country are unable to understand 25 to 30 percent of what is said in their
classroom. Excessive noise and reverberation in a classroom interferes with a student’s ability to clearly hear their
teacher.
• Before reviewing the standards, it’s important to be familiar with the attributes of sound found in the classroom that
affect a student’s ability to hear and learn.
Direct Sound
• The sound of a teacher’s voice traveling directly from the teacher to the student is direct sound. It is always
beneficial in terms of speech intelligibility because it is not affected by anything in the room, making it clear and
distinct.
• Reflected Sound
• Reflected sound takes longer to reach the listener than direct sound because its path to the listener is longer.
Reflected sound can be good or bad depending on the time delay.
Reverberation Time
• The overall effect of reflected sound is called reverberation, and the time required for reflected sound to become
inaudible is called reverberation time. Short reverberation times are good for speech intelligibility.
• I will ensure my school adheres to the building codes by including specific requirements for appropriate levels to
allow for background noise and reverberation.
https://successforkidswithhearingloss.com/for-professionals/classroom-acoustics-design-requirements-for-schools/

9. Different Designs of Acoustical Classrooms

10. KEEPING THE PARENTS INFORMED BY KEEPING THEM INFORMED

11. ADVANCED
WHEELCHAIR
RAMPS

12. Sabrina Elementary School Will Have Automatic Door Opener Sensors At All
Entrances and Exit Points And Selected Restroom Doors.

13. Sensory
Operated
Equipment Will
Be Available
Thought The
School.

14. A New Normal (Distance Learning)
Distance education or distance learning is the education of students who may not always be
physically present at a school. Traditionally, this usually involved correspondence courses
wherein the student corresponded with the school via post. Today, it involves online education.
When U.S. schools initially closed in March 2020, distance learning emerged to keep kids
learning. Classroom teachers scrambled to learn how to put lessons online and tens of thousands
of Chromebooks and other devices were distributed in a matter of weeks in large school districts.
The kind of change that typically takes years to implement in school systems happened practically
overnight.
It is important for all school districts to have a contingency plan that involves distance learning.
This is one example of an ELA Guidebook for Distance Learning in a Low-Tech Environment,
Grades 3-8 (State of Louisiana)
• https://www.youtube.com/watch?v=RFDDI83v7nE

15. How can I use digital videos to improve student writing
This first 'pick-up-and-go' teacher resource, Using digital video to improve
writing showcases how digital storytelling and documentaries using video,
can strengthen literacy skills such as; clarifying thinking, developing
planning and storyboarding, crafting script writing and using content rich
language and terminology; using localized contexts. This teaching resource
also links to the Literacy Progression Framework, e-learning planning
framework, snapshots for learning, Ministry foci for PLD priorities as well as
making connections to bigger picture ideas.
https://player.vimeo.com/video/372280609

16. Grouping Students Who Struggle With Reading – Slide 1
The Individuals with Disabilities Education Act (IDEA) is a four-part (A-D) piece of American
legislation that ensures students with a disability are provided with Free Appropriate Public
Education (FAPE) that is tailored to their individual needs.
• The No Child Left Behind Act, building on IDEA, intentionally prohibits states and schools from
excluding students with disabilities from accountability systems because ALL parents have a right
to know whether their children are getting the quality education they deserve, and schools should
be accountable for all children.
• The new regulation guarantees that students with the most significant cognitive disabilities
participate in tests that accurately gauge their progress, giving their parents the ability to know how
their children are doing.
• All children deserve the benefit of accurate measurement of their educational progress. "No child
left behind" means no child left behind--not "no child except children with disabilities" left behind.
There are a variety of grouping formats that are effective for teaching reading to students with
learning disabilities: whole class, small group, pairs, and one-on-one. Teachers’ grouping procedures
play a precarious role in expediating operative implementation of both reading instructions and
inclusion of students with reading disabilities.
https://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act

17. Grouping Students Who Struggle With Reading – Slide 3
• As classrooms become more diverse, teachers need to vary their grouping practices
during reading instruction. There needs to be a balance across grouping practices,
not a sweeping abandonment of smaller grouping practices in favor of whole-class
instruction. Teachers can meet the needs of all students, including the students
with LD, by careful use of a variety of grouping practices, including whole-class
instruction, teacher- and peer-led small group instruction, pairing and peer
tutoring, and one-on-one instruction.
Whole-Class Small Group Peer Tutoring One – On –One
• Adapted and excerpted from: Vaughn, S., Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum. (2001).
Instructional Grouping for Reading for Students with LD: Implications for Practice. Intervention in School and Clinic,
January 2001, Vol 36, No. 3. (pp.131-137).
• https://www.readingrockets.org/article/grouping-students-who-struggle-reading

18. Grouping Students Who Struggle With Reading – Slide 2
A: Overview of the recent research on grouping practices teachers could use during reading instructions.
(1) Whole Class Instructions = Considerable research has focused on the fact that for much of general
education the instructional format is one in which the teacher delivers education to the class as a whole.
The practice of whole-class instruction as the dominant approach to instruction has been well documented
(2) Small Groups Instructions: Small-group instruction offers an environment for teachers to provide students
extensive opportunities to express what they know and receive feedback from other students and the
teacher. Instructional conversations are easier to conduct and support with a small group of students. A
question that requires further attention regarding the effectiveness of small groups is the size of the group
needed based on the instructional needs of the student.
(3) Peer Pairing and Tutoring Instructions = Asking students to work with a peer is an effective procedure for
enhancing student learning in reading and is practical to implement because teachers are not responsible
for direct contact with students. Research has made known that students with LD prefer to work in pairs
(with another student) rather than in large groups or by themselves
(4) One-On-One Instructions: Traditionally, one-on-one instruction in which the student receives explicit
instruction by the teacher is considered the most effective practice for enhancing outcomes for students
with LD. In fact, the clinical model where the teacher works directly with the student for a designated period
has a long-standing tradition in LD. Many professionals perceive one-on-one instruction as essential for
students who are falling to learn to read: "Instruction in small groups may be effective as a classroom
strategy, but it is not sufficient as a preventive or remedial strategy to give students a chance to catch up
with their age mates
(5) http://www.ldonline.org/article/Instructional_Grouping_for_Reading_for_Students_with_LD%3A_Implicatio
ns_for_Practice
03:04

19. https://elearning.tki.org.nz/Beyond-the-classroom/Learning-beyond-the-classroom
ACTIVITIES DESIGNED TO GAIN THE STUDENTS INTEREST AND APPLY THEIR SKILLS
BEYOND THE CLASSROOM
International Connections
Discover and connect with people from overseas. For example:
Skype in the Classroom – A collection of free events including virtual field trips, “Mystery Skype”, guest
speaker sessions, collaborative projects, themed collections, and special events
PenPal schools – Teachers join for free and select an online project for students to work on. Students are
matched with Pen Pals from around the world who are their own age. They can collaborate on a variety
of online activities.
Schools online – Teachers register and find partner schools to connect with.
Social media – Use Twitter, Facebook, Instagram to enable students to connect globally. Teachers must
ensure this happens safely and meaningfully.
Blogging – Students can find an authentic, global audience to communicate their learning.
Learning Languages – Use technologies to connect and communicate with overseas students.
VLN Primary Global Connections – The Over the Back-Fence Project makes connections with classrooms
in India, Bangladesh, Singapore, Australia, Korea, Japan, and the Cook Islands.

20. TEACHER’S AID (IMPORTANT EDUCATIONAL COMPONENT)
• Teacher aides can positively contribute to teaching and learning when they have the
support, they need to be effective in their roles and responsibilities.
• At the outset of employment, make explicit your school's commitment to inclusion and
your investment in induction and ongoing professional learning of your teacher aides.
• Teachers need to be well prepared for their role as manager of other adults that work with
students in their class. Offer all teachers opportunities for professional learning in this area.
Ministry of Education, teacher aide effective practice
There’s 13 videos associated with this hyperlink relating to teachers’ AID
The Bureau of Labor Statistics reports that opportunities for teacher aides are expected to
grow by about four percent between 2018 and 2028. This rate is roughly the average for all
fields, and many available teacher aid positions may be the result of current employees
leaving the field.

21. Principal
Counselors
Self-Contained
Teachers
Assistant
Principal
Nurse
Extra Curriculum
Teachers
Dean of
Education
Special
Education
Teachers
Physical
Education
Teachers, etc.
General Support Staff Includes: cafeteria workers, janitorial staff, security
officers, and teacher’s aid. Additional staff personnel will be employed as
needed.
GENERAL ON-SITE STAFF

22. Video Representation of Content Areas
English
https://www.worldofteaching.com/englishpowerpointspresentations.html
Math
https://worldofteaching.com/mathspowerpoints/
History
https://www.worldofteaching.com/historypowerpoints.html
Geography
https://www.worldofteaching.com/geographypowerpoints.html
Science
https://www.worldofteaching.com/sciencepowerpoints.html
Spanish
https://www.worldofteaching.com/spanishpowerpoints.html
Biology
https://worldofteaching.com/biologypowerpoints/
The
curriculum
topics
listed here
is only a
microcosm
of subjects
available in
other
areas.

23. A Technology
Dominated
Classroom for 2020

24. Modeling/Pre-teaching areas of Difficulty
Role Play Modeling
Coaches, teachers, even administrators can lower the stakes for taking a risk to try something new in their
classroom by adding this approach to their modeling toolbox. Going through the same pre "observation" thinking
process, then showing and sharing that classroom shift lowers the stakes for everyone and spreads a new
strategy or practice throughout the school more rapidly and effectively. This strategy pairs well not only with
coaching observations, but also with collegial observations.
About This Strategy
It is important for coaches to model the thinking behind, and implementation of, an instructional strategy or
other teaching move for collaborating with teachers, and it is important for teachers to model how to engage in a
task for students. Setting up a simple process to allow for this modeling to happen, and the learnings from it to
follow is the purpose of this strategy.
The target or focus for the modeling is selected and narrowed so that it is a measurable teaching/learning
action. A lesson is collaboratively planned with the recipient teacher(s), using that strategy or shift in instruction.
The teacher and coach plan for the next lesson, using what has been learned. The teacher delivers a lesson, while
the coach specifically observes, and notes, the implementation focus. A reflective conversation about what has
been observed and learned is conducted immediately, using a collaborative log.

25. Speech to Text Options• Best speech to text software in
2020: Free, paid and online voice
recognition apps and services.
• Dragon Professional
• Dragon Anywhere
• Otter
• Verbit
• Speechmatics
• Braina Pro
• Amazon Transcribe
• Microsoft Azure Speech to Text
• Watson Speech to Text
Assistive aids like document
readers, screen readers, and
speech recognition
technology give students the
ability to enjoy the
opportunity to share
information, to
communicate in a more
equal way. Speech
recognition software has
proven to be remarkable in
its assistive qualities.
https://www.bing.com/videos/search?
q=importance+of+speech+recognition
+software+in+schools&&view=detail&
mid=F56C14CB2FAF184CDC05F56C14
CB2FAF184CDC05&&FORM=VRDGAR
Click
here
for
video

26. SCREEN READING OPTIONS(BRAILLE INCLUDED)
JAWS, Job Access With Speech, is the world’s most popular screen reader, developed for
computer users whose vision loss prevents them from seeing screen content or navigating
with a mouse. JAWS provides speech and Braille output for the most popular computer
applications on your PC
ADVANTAGE
•It allows visually impaired people to use the computer
•It allows the visually impaired to create a document using a word processor like MS
Word
•A visually impaired can now read any article on the internet
DISADVANTAGE
Because visually impaired people only listen to a screen reader reading the text displayed on
the screen, they don’t usually have the chance to know the correct spelling of a certain word
especially when it’s not that common like medical terms etc. Sure they can make a screen
reader to read character by character after they hear a word that they don’t know the

27. AUDIO DESCRIPTION
• Audio description is a means to inform individuals who are blind or who have low vision
about visual content essential for comprehension. Audio description of video provides
information about actions, characters, scene changes, on-screen text, and other visual
content.
• Captions allow people who can't hear a video's soundtrack to have access to a text
version of the information provided in the audio. If you decide to caption your
own video content rather than outsource this job to a captioning service, make sure
the captions provide an accurate and meaningful alternative to the audio. When
writing captions for audio content in a video.
• https://www.youtube.com/watch?v=MZ7YLTGNpao
• https://acb.org/adp/ad.html

28. VISUAL IMPAIRMENT
USE MAGNIFIER TO MAKE THINGS ON THE SCREEN EASIER TO SEE
Here’s a step by step process to Create the Magnifying Glass Effect in PowerPoint picture,
Making a duplicate of the original picture (Ctrl + D)
Choose a duplicate picture and go to “Picture Tools – Format” tab
Click on “Crop” button and select “Crop to Shape” – preferably an oval shape
Select “Crop” button and select “Crop”
Adjust the oval shape to focus on specific areas of the picture
Click outside the picture to finalize the effect
Now feel free to add Picture Effects to the magnifier glass effect or increase its size
https://support.microsoft.com/en-us/help/11542/windows-use-magnifier-to-make-things-easier-to-
see#:~:text=To%20open%20Magnifier%20using%20touch%20or%20a%20mouse&text=(If%20you're%
20using%20a,Magnifier%20to%20turn%20it%20on.
How to Create the Magnifying Glass Effect in PowerPoint
(Affection)

29. FOR THE VISUAL IMPAIRED
Today, braille displays make typing accessible on most phones and computers
through a physical braille keyboard. But it can be time-consuming to connect an
external device each time you want to type something quickly on your phone.
TalkBack braille keyboard is a new virtual braille keyboard integrated
directly into Android. It’s a fast, convenient way to type on your phone
without any additional hardware, whether you’re posting on social media,
responding to a text, or writing a brief email.
https://venturebeat.com/2020/04/09/google-launches-braille-keyboard-
for-android-devices/