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UDL
- 2. OUR PHILOSOPHY • Wefollow the practices of universal design for learning in order to provide a meaningful academic curriculum that is inclusive to all learning types • Working together to create a positive and safe differentiated learning environment accessible to all types of learners in order to support student achievement based on identified individualized needs
- 3. The three brainnetworks are supported by: Presenting lessons in a variety of ways to support all types of learner • Different displays of information • Support background knowledge • Define and clarify information Encouraging student motivation to learn • Self-regulation • Allowing individual choices • Provide appropriate support • Offer different levels of challenge Allowing students to show what they know using a variety of tools. • Physical responses • Assistive technology • Varieties of communication
- 4. STRUCTURE Our facilities areaccessible to everyone Parking Lot • Wheelchair accessible ramps • Student drop-off close to the door • Handicapped parking close to entrance Playground • Wheelchair ramps and pathways • Rubber surface • Platform swing • Musical toys Building • Restrooms • Wheelchair accessible • Braille signs • Low sinks/water fountains • Classrooms • Alternative seating • Quiet areas • Room for wheelchairs • Common Areas • Wide hallways • Automatic doors • Visual/braille signs
- 5. CLASSES • Grouped bygrade level • Flexible grouping • Based on ongoing assessments • Grouped by current academic needs • Groups constantly changing based on immediate needs • Keep in mind student communication skills, cultural backgrounds, and learning styles • Teachers • Two in each classroom • General education • Special education or paraprofessional
- 6. PERSONNEL • Principal • AssistantPrincipals • Counselor • Offer social skills groups • Diagnostician • Nurse • Trained to handle students with problematic behaviors • Sensory sensitive techniques • Use visuals •General Education teachers •Special Education teachers •Paraprofessionals •Front office staff
- 7. INSTRUCTION Our teachers provideaccess to the general curriculum by: • Using different mediums to present information • Allowing students options to complete assignments and show knowledge • Complete ongoing assessments to evaluate student learning • Provide accommodations to students • Determining clear goals for learning • Support student background knowledge • Provide multiple means of recognition, representation, and engagement
- 8. GENERAL CURRICULUM General curriculumfor all grade levels • Individual needs identified through ongoing assessments • Identify clear learning goals • Broad enough to accommodate different styles of learning • Lessons presented with a variety of technological mediums • Text • Computer • Video • Modeling • Students allowed to show what they have learned in a variety of ways
- 9. TECHNOLOGY Smartboards • Touch screenfor hands on technology • Use as a projector for videos and presentations iPads • Watching videos • Playing educational games to support learning • Researching topics Computers • Creating presentations • Research projects • Watching videos Visual aids • To support learning and communication
- 10. ASSESSMENTS Ongoing weekly assessmentsin order to evaluate student learning • Helps with classroom grouping according to current skill level • With each new lesson/topic to determine if extra support is needed Teacher observations Project based learning Formative and summative assessments • Paper and pencil • Computer based • Text to speech • Visuals