The document discusses Universal Design for Learning (UDL) principles that will be incorporated at Olive Branch Academy to make learning accessible to all students. The school will have accessible facilities and classrooms clustered around common areas. Teachers will receive training in UDL and use flexible, differentiated instructional strategies. All students will engage with a general curriculum supplemented with technology, projects, and collaboration. Diverse forms of assessment will allow students choice in demonstrating knowledge according to their needs and learning styles.

1. UNIVERSAL DESIGN FOR LEARNINGUNIVERSAL DESIGN FOR LEARNING
SPED 6334 – DIAGNOSTIC TEACHING ANDSPED 6334 – DIAGNOSTIC TEACHING AND
INSTRUCTIONAL LEARNINGINSTRUCTIONAL LEARNING
JULY 2015JULY 2015
Ngozi O IzuluNgozi O Izulu

2. Welcome to Olive Branch Academy where we
believe that learning is the dynamic interaction of
the individual and the environment/content. We
incorporate the Universal learning design principles
(UDL) to make learning accessible to all our
students. Our unique Kindergarten to 4th
grade is
designed to make the first 5 years of schooling
count towards college preparation and global
learning!

3. What is UDL?What is UDL?
Universal Design for LearningUniversal Design for Learning
(UDL) is a research-based(UDL) is a research-based
framework that addressesframework that addresses
learner diversity at the beginninglearner diversity at the beginning
of the design or planning effort.of the design or planning effort.
UDL provides a blueprint forUDL provides a blueprint for
creating instructional goals,creating instructional goals,
methods, materials, andmethods, materials, and
assessments that work forassessments that work for
everyone--not a single, one-size-everyone--not a single, one-size-
fits-all solution but rather flexiblefits-all solution but rather flexible
approaches that can beapproaches that can be
customized and adjusted forcustomized and adjusted for
individual needs.individual needs.

4. School StructureSchool Structure
AccessibilityAccessibility
Effectively and efficiently designed spaces toEffectively and efficiently designed spaces to
meet the specific needs of all students,meet the specific needs of all students,
teachers, and administrative staff withteachers, and administrative staff with
disabilities including parking spaces, wheeldisabilities including parking spaces, wheel
chair ramps, automatic push button doors ,chair ramps, automatic push button doors ,
restrooms, multi-height sinks and waterrestrooms, multi-height sinks and water
fountains, playground, labs and librariesfountains, playground, labs and libraries..
FunctionalityFunctionality
To foster students' sense of community andTo foster students' sense of community and
individuality:individuality:
••Cluster classrooms around common areas.Cluster classrooms around common areas.
••Connect spaces visually with colors and patternsConnect spaces visually with colors and patterns
since we are an elementary campus.since we are an elementary campus.
••Provide platform spaces for gathering, sitting,Provide platform spaces for gathering, sitting,
and presenting and alcoves for quiet play,and presenting and alcoves for quiet play,
reflection, and reading.reflection, and reading.
••Decentralize administrative spaces to encourageDecentralize administrative spaces to encourage
active leadership and maximize interactionactive leadership and maximize interaction
with students.with students.
ProductivityProductivity
-Integrate daylighting with high-efficient electric-Integrate daylighting with high-efficient electric
lighting to optimize visual comfort.lighting to optimize visual comfort.
-Ensure acoustical comfort.-Ensure acoustical comfort.
-Ensure superior indoor air quality.-Ensure superior indoor air quality.
-Ensure thermal comfort. "Right size" HVAC-Ensure thermal comfort. "Right size" HVAC
systems to keep humidity in the comfort zone.systems to keep humidity in the comfort zone.
Give teachers control over the temperature ofGive teachers control over the temperature of
individual classrooms.individual classrooms.
-Implement the concept of our building being a-Implement the concept of our building being a
teaching tool (aka a 3-D textbook or living lab)teaching tool (aka a 3-D textbook or living lab)
-Connect the indoor environment to the outdoors by-Connect the indoor environment to the outdoors by
providing operable view windows in classrooms andproviding operable view windows in classrooms and
easy access from classrooms to gardens and othereasy access from classrooms to gardens and other
outdoor areas that can be utilized in the curriculum.outdoor areas that can be utilized in the curriculum.

5. School StructureSchool Structure
SafetySafety
Since providing safe schools is a highSince providing safe schools is a high
priority, therefore we willpriority, therefore we will
-Maximize visual access to corridors and-Maximize visual access to corridors and
school grounds.school grounds.
-Control access to the building and-Control access to the building and
grounds by individuals and vehicles.grounds by individuals and vehicles.
-Use durable, non-toxic building materials.-Use durable, non-toxic building materials.
-Provide shelter in cases of emergency.-Provide shelter in cases of emergency.
-Ensure all teachers and scholars are-Ensure all teachers and scholars are
trained for fire, tornado, foreigntrained for fire, tornado, foreign
presence drills.presence drills.
FlexibilityFlexibility
To ensure flexibility and adaptability forTo ensure flexibility and adaptability for
changing programs and enrollments:changing programs and enrollments:
- We Use operable walls to increase the- We Use operable walls to increase the
efficiency of large, multi-purposeefficiency of large, multi-purpose
spaces, such as the cafeteria andspaces, such as the cafeteria and
gymnasium.gymnasium.
- Accommodate technology upgrades.- Accommodate technology upgrades.
- Allow classrooms to change with the- Allow classrooms to change with the
activity and group size.activity and group size.

6. ClassesClasses

7. ..
Class Schedule
At Olive Branch, the schedule of classes is organized so that all English
Language Arts and Math classes are scheduled simultaneously. This
schedule allows students to attend the class at the grade level they are
functioning at dependent upon ability level. Social skills and support will be
provided to students who need it based on age and maturity.
Example: A student is on a 3rd
grade level in reading, but on 4th grade
level in math, the schedule accommodates his attendance at the appropriate
level.
The teacher-to-student ratio remains 15:1. This small ratio allows teacher to
pay appropriate attention to the needs, interests, and learning styles of each
student. If students with special needs receives instruction in a class, the
special education teacher will collaborate with the teacher to provide
accommodations, modifications and support for student to benefit from the
general education curriculum.
Other subjects will run on a flexible schedule to allow for ancillary instruction
and lunch schedules

8. StaffingStaffing
The Campus will includeThe Campus will include
••Administration staff-Principal, Assistant Principal, Registrar, secretaryAdministration staff-Principal, Assistant Principal, Registrar, secretary
and Nurse.and Nurse.
••General Education teachersGeneral Education teachers
••Special Education Co-TeachersSpecial Education Co-Teachers
••Technology Team-Technology Coordinator and an IT specialistTechnology Team-Technology Coordinator and an IT specialist
••Elective Teachers-PE, Art, Music, Theatre.Elective Teachers-PE, Art, Music, Theatre.
••Counselor, Related services staff.Counselor, Related services staff.
Custodial staffCustodial staff
Teachers will be certified in the general education, special educationTeachers will be certified in the general education, special education
and English as a second language (ESL) with a highly qualifiedand English as a second language (ESL) with a highly qualified
designation( Bachelors degree and /or Masters with minimum of 2-3designation( Bachelors degree and /or Masters with minimum of 2-3
years teaching experienceyears teaching experience
Core subjects teachers will receive a comprehensive UDL trainingCore subjects teachers will receive a comprehensive UDL training
from an assigned UDL facilitator and train to become facilitators tofrom an assigned UDL facilitator and train to become facilitators to
deliver training to entire staff members.deliver training to entire staff members.

9. PersonnelPersonnel
All teachers will receive comprehensive technology training on technologyAll teachers will receive comprehensive technology training on technology
integration . Ongoing refresher training and support on early releaseintegration . Ongoing refresher training and support on early release
days prescheduled in the academic calendar.days prescheduled in the academic calendar.
Other staff training will include Capturing kids heart(CKH), andOther staff training will include Capturing kids heart(CKH), and
Emergenetics.Emergenetics.

10. InstructionInstruction

11. InstructionInstruction
Teachers create flexible goals from the standardsTeachers create flexible goals from the standards
Using the UDL guidelines and lesson planUsing the UDL guidelines and lesson plan
template to create a rich and flexible lessontemplate to create a rich and flexible lesson
plan and use instructional strategies that willplan and use instructional strategies that will
meet the needs of every learner.meet the needs of every learner.
Instructional StrategiesInstructional Strategies
-Creating prior knowledge where there was none-Creating prior knowledge where there was none
-Summarization-Summarization
-Priming for Structure: Our ability to retrieve-Priming for Structure: Our ability to retrieve
information based on how it was structuredinformation based on how it was structured
when it first entered our minds, not how wewhen it first entered our minds, not how we

12. InstructionInstruction
 The teacher will use the Universal DesignThe teacher will use the Universal Design
for learning principles to incorporatefor learning principles to incorporate
differentiated instruction for all students.differentiated instruction for all students.
 1. Multiple means of representation1. Multiple means of representation
 2. Multiple means of action and2. Multiple means of action and
expressionexpression
 3. Multiple means of engagement3. Multiple means of engagement

14. More Instructional strategiesMore Instructional strategies
-Vividness in learning experiences-Vividness in learning experiences
-Examples contrasted with near examples-Examples contrasted with near examples
- Ample opportunities for articulating and- Ample opportunities for articulating and
defending thinkingdefending thinking
-Metaphors and analogies-Metaphors and analogies
-Collaborative efforts among students-Collaborative efforts among students
- Encouraging flexible thinking among students;- Encouraging flexible thinking among students;
creatingcreating mental dexteritymental dexterity

15. CurriculumCurriculum
All students will follow a general curriculum with on-going collaboration and
input from general and special education teachers and IT support
All three parties will analyze potential barriers to learning and create
solutions
Ex: Textbooks (barrier) Digitizing texts (solution)
Focus will be on making curriculum flexible for ALL students.
Goals, methods, material and assessment are the focal
points of the curriculum.
Curriculum will be embedded with technology, project based
learning, cooperative learning.
Teachers will teach scope and sequence

17. TechnologyTechnology

18. TechnologyTechnology
 Using the right technology to get the job done is an important aspect of the technologyUsing the right technology to get the job done is an important aspect of the technology
implementation.implementation.
 Efficient effective Hardware and software,Efficient effective Hardware and software,
 consistent internet accessconsistent internet access
 Increased availability of digital content that has features such as read aloud, adjustableIncreased availability of digital content that has features such as read aloud, adjustable
font, highlighting capabilities, vocabulary tools and picture description of what is beingfont, highlighting capabilities, vocabulary tools and picture description of what is being
readread
 Text to Braille converterText to Braille converter
 Language translatorLanguage translator
 Features to help student who struggle with executive functioning- timing, initiating,Features to help student who struggle with executive functioning- timing, initiating,
organization, sequencingorganization, sequencing
 Appropriate assistive technology will be provided to those who require them to makeAppropriate assistive technology will be provided to those who require them to make
learning accessible to themlearning accessible to them
 Students and teachers will have access to latest technology in the classroom such asStudents and teachers will have access to latest technology in the classroom such as
laptops, tablets.Classroom technology such as Elmos, smartboardslaptops, tablets.Classroom technology such as Elmos, smartboards
 Istation, Reading A-Z, Science A-Z, Compass learning, Think through math, learningIstation, Reading A-Z, Science A-Z, Compass learning, Think through math, learning
gamesgames

19. Use digital tools to provide students with flexible learning paths to meet theirUse digital tools to provide students with flexible learning paths to meet their
unique learning stylesunique learning styles

20. Technology is a tool that can be
used to help teachers facilitate
learning experiences that address
the diverse learning needs of all
students and help them develop
21st Century Skills. At it's most
basic level, digital tools can be used
to help students find, understand
and use information. When
combined with student-driven
learning experiences fueled by
Essential Questions offering flexible
learning paths,

21. AssessmentAssessment

22.  Children will be tested using a varietyChildren will be tested using a variety
of methods according to their needs.of methods according to their needs.
 PresentationsPresentations
 ProjectsProjects
 ModelsModels
 One-on-one testing with materialsOne-on-one testing with materials
neededneeded
 Paper and pencil testPaper and pencil test
 Observation during inquiryObservation during inquiry
 ChecklistsChecklists

23. Teachers will help student s understand the need, use and value of assessment.Teachers will help student s understand the need, use and value of assessment.
Student will have choices on how they would like to demonstrate knowledgeStudent will have choices on how they would like to demonstrate knowledge
acquired.acquired.
Teachers utilize a variety of
methods to assess a student's
progress throughout the year,
according to his/her personal
learning style which will be
assessed through teacher
observations and assessment
preference surveys