The document describes the proposed design of Brighton Academy, which aims to be universally accessible for all students through its structure, classes, personnel, instruction, curriculum, technology, and assessment. Key aspects include ramps and elevators for physical access, adaptive furniture and signs, multi-level grouping in classes with varied seating and activities, a high staff to student ratio including behavior analysts and therapists, engaging hands-on lessons using various media, individualized tablets and assistive technology, and flexible assessments to evaluate progress towards individualized goals. The goal is to create an inclusive learning environment that meets all students' needs.

1. Brighton Academy
Universal Design for Learning

2. Structure
Ramps, rails, and curb cuts will be available upon entering the premises, inside and
outside of the school, allowing students with physical disabilities and/or injuries to have
a means of accessing the facility smoothly.
The building would have automatic sliding doors, allowing easy access inside and/or
outside to all individuals.
Elevators would be placed alongside any stairs as a means to provide access to the
first, second, and third floor of the building.
Multiple sized sinks, water fountains, tables, and chairs would be provided.
All tables would be wheelchair accessible.
Braille placed alongside any sign, in case any student had visual impairments
The goal is to create a school that is built universally, meaning
each and every student will be able to have equal access to the
structure and facilities.

3. Classes
Students would be grouped by ability level. Once a student reaches all milestones within a
given level, they would be able to move to another group/level.
Each classroom would have various stations, including sensory. These would be geared to
promote success and learning within all students. Stations would have engaging activities to be
completed, both group and individually. One mandatory group activity per student and the rest
would be up to the individual to choose between group or independent.
The class would be flexible in regards to how it’s structured e.g. various seating options;
couches, chairs, bean bags, swings, hammocks.
Tables would vary within each class, some would be wood table tops, others would be tables
that allow for students to draw on with erasable markers.
An entire wall of each classroom would be an interactive white board which would be
connected to the teachers computer and a projection device. This would allow for EVERYONE
to definitively see what the teacher is projecting/writing/ drawing on the board.
Teacher to student ratio would be 10:1.

4. Personnel
Multiple BCBA’s, speech therapists, occupational therapists and a diagnostician would
be available through the school, if needed. Other personnel includes principal,
assistant/vice principal, nurse, librarian, counselor, PE teachers, art teachers, music
teachers, core teachers.
ALL staff working at the school would be trained in Applied Behavior Analytic principles
and methods by completing a mandatory 40 hour training before beginning instruction.
This includes the principal, assistant principal, counselor, librarian, PE teachers, art
teachers, music teachers, nurse, etc.
ALL staff working at the school would complete a mandatory training in UDL principles.
ALL staff would be trained in a mandatory 12 hour Safety Care Training, specifically
Behavioral Safety Training.
Staff will consist of diverse, passionate, and creative
professionals who strive to see their students succeed within all
areas.

5. Instruction
Ongoing lectures would be kept to a minimum, and instead active and engaging lessons
would be planned ahead of time to deliver instruction.
Hands on activities after each lesson to ensure students gain the ability to apply the
instruction themselves.
Instruction would be delivered using different media e.g. movies, textbooks, games,
posters, internet, etc.
Each student would have a tablet readily available and assigned to them in order to
promote success within ALL learners.
Multiple means of affective, recognition and representation engagement would be
provided by each teacher.
The goal is to provide multiple and various instructional methods
in order to capture all student’s strengths and weaknesses.

6. General Curriculum
Individual needs would be identified prior to instruction and worked on throughout the
semester.
The curriculum would have clear and concise learning goals provided for all students.
ALL lessons/activities would be presented using various mediums e.g. text, internet,
videos, modeling, posters, etc.
Students encouraged to demonstrate what they’ve learned in a variety of ways e.g.
essay, poster, powerpoint, youtube video, etc.
The teacher would make video tutorials for each and every assignment/lesson, as well
as provide an example of what is to be expected by the learner e.g. if an essay is to be
written, an example of a well written essay would be readily available for all.
Students given choices and options regarding all instruction e.g. choice of topic for
essay/project.

7. Technology
Each floor (3 floors total) would have a computer room with 20 computers in order to
allow for two classrooms to be integrated into the same lesson, if needed.
Each student in the school would have a tablet assigned to them which would
incorporate the students IEP, overall goals, accommodations, behaviors, preferences,
assignments.
Teachers will use a wall-sized white board and a projector.
Each student would be provided noise-canceling headphones to use at their own
connivence.
Upon entering the school, students and staff will have to present an ID badge to enter
the school, otherwise they are not able to get in the building. If someone who is not a
student and/or staff attempts to enter, the admin will have to beep them in. If a kid does
not have a badge on them, they could easily get their personalized tabled pulled and
use that as an ID.

8. Assessment
Students are assessed prior to beginning the semester to take an accurate baseline on
strengths and weaknesses. Prior to this assessment, students are asked if any
accommodation is needed, disability or not.
Students will be assessed using flexible assessments that allow for each individual
learners needs to be met.
Assessments are given every quarter in order to evaluate whether a students goals
and/or IEP need to be adjusted.
Assessments are uploaded onto the students tablet in order for the teacher and/or
student to have readily available at their own expense.