This document outlines Jessica Ramirez's proposed structure and curriculum for a Universal Design for Learning middle school. The school would serve about 320 students in grades 5-8. It would have general education classrooms as well as one self-contained special education classroom. All students would have access to assistive technology and modifications as needed. The school aims to provide free and appropriate public education to all students in the least restrictive environment possible through differentiated instruction, assessments, and a focus on social-emotional learning.
Elementary Literacy: Original Contribution ACE 2018 Gretchen HaynalGretchen Haynal
This power point presentation shows the importance and research of independent reading through a wide variety of topics. It includes current research, ways to set up this approach in your K-5th grade classroom and ideas for assessment.
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
RAISE THE KIND OF PERSON YOU'D LIKE TO KNOW
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Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
Elementary Literacy: Original Contribution ACE 2018 Gretchen HaynalGretchen Haynal
This power point presentation shows the importance and research of independent reading through a wide variety of topics. It includes current research, ways to set up this approach in your K-5th grade classroom and ideas for assessment.
Gifted children are, by definition, "Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities."
By
Dr. Gail Gross, Contributor
Human Behavior, Parenting, and Education Expert, Speaker, Author. Ph.D., Ed.D., M.Ed.
Common characteristics
There are some common characteristics the gifted child may possess. The gifted child may be:
• Self-disciplined, independent, often anti-authoritarian.
• Zany sense of humor
• Able to resist group pressure, a strategy that is developed early
• More adaptable and more adventurous
• Greater tolerance for ambiguity and discomfort
• Little tolerance for boredom
• Preference for complexity, asymmetry, open-endedness
• High in divergent thinking ability
• High in memory, good attention to detail
• Broad knowledge background
• Need think periods
• Need supportive climate, sensitive to environment
• Need recognition, opportunity to share
• High aesthetic values, good aesthetic judgement
• Freer in developing sex role integration; lack of stereotypical male/female identification.
RAISE THE KIND OF PERSON YOU'D LIKE TO KNOW
Subscribe to our parenting newsletter.
address@email.com
Successfully Subscribed!
Realness delivered to your inbox
Differences between the sexes
However, studies have shown that the characteristics of the gifted child can differ on the basis of sex.
The following are common characteristics of the female gifted child:
• She likes school, especially courses in science, music, and art.
• She likes her teachers.
• She regularly reads news, magazines, an other non-required reading.
• She is active in drama and musical productions.
• She does not go out on dates as often.
• She is a daydreamer.
The following are common characteristics of the male gifted child:
• He dislikes school.
• He dislikes teachers and thinks they are uninteresting.
• He does little homework.
• He dislikes physical education and seldom engages in team sports.
• He is regarded as radical or unconventional.
• He often wants to be a lone to pursue his own thoughts and interests.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
In addition the CBSE is formulating an internationally benchmarked global curriculum, the CBSE-i will be enquiry and skill focused, catering to individual learning styles in terms of pedagogy and assessment. It will address global needs as well as relate to local issues and local culture. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in all subject areas to cater to the different pace of learners. Through CBSE-i, the Board hopes to provide quality with a reasonable fee commensurate with the facilities offered (infrastructural and academic).
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
In addition the CBSE is formulating an internationally benchmarked global curriculum, the CBSE-i will be enquiry and skill focused, catering to individual learning styles in terms of pedagogy and assessment. It will address global needs as well as relate to local issues and local culture. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in all subject areas to cater to the different pace of learners. Through CBSE-i, the Board hopes to provide quality with a reasonable fee commensurate with the facilities offered (infrastructural and academic).
Digital Story Literacy Development 6706LSchloesser
This digital story discusses topics on:
I. Getting to Know Literacy Learners (Slide #3-5)
II. Selecting Texts (Slide #6-7)
III. Emergent Literacy Learner Lesson (Slide #8-9)
IV. Beginning Literacy Learner Lesson (Slide #10-11)
V. Reflection (Slide #12)
VI. Insight Gained (Slide #13)
VII. Tell your digital story (Slide #14)
VIII. Reference (Slide #15-16)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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2. “Every student can learn, just not on the same day, or the same
way.”
— George Evans
3.
4. STRUCTURE
• The school is a middle school, grades 5th-8th grade.
• There are about 80 students per grade level.
• There are about 320 students total
• The school will be two floors with only one main entrance
• There will be one cafeteria for all students
• One gym for all students
• One library with books, computers and other resources available
• There will be one main bathroom for students, per floor (5 stalls per male and female bathroom).
• There will be 5 fire exits that can only be accessed during emergencies (Front office will be
notified when doors are open)
5. STRUCTURE
• There are 4 classrooms per grade level, not including special education – one teacher per subject
(math, reading, science, history).
• There will be two blocks for fine arts, one for PE, one for student’s choice (Art, music, or theatre arts).
• All classrooms will have one door with a view mirror
• Each classroom will have one “kidney table” for small group, individual desks per student arranged in
rows or groups depending on teacher and lesson/activity for the day.
• There will be one designated space for “floor/rug time”
• There will be one chromebook cart per classroom, so students have access to technology when
needed
• Each classroom teacher can arrange for bean bags/couches for seating, free time, reading time, etc.
• Each student should be visible to teacher at all times
6. CLASSES
• Students will be grouped by grade level, mostly consisting of
the same ages.
• There will be 18-22 students per classroom.
• Special education students who are not as severe will be in
general education classrooms and receive support by sped
teachers/paraprofessional 2-3 times a week as needed.
Students will receive pull out as needed individually.
• Special education students who are not able to function in
the general education classroom will be in small group
classrooms with one special education teacher and one
paraprofessional. There will be 1 of these self-contained
special education classes.
7. CLASSES
• Students with lower abilities will sometimes be paired with “peer tutors”, which
will be students who are higher able.
• Students who need extra amounts of supports will be in groups with teacher or
paraprofessional.
• Classes will be set up comfortably to where students feel safe. This includes
comfortable chairs, couches, rugs, etc.
8. PERSONNEL
• 1 principal
• 1 dean/assistant principal per grade level, each of those people will also be the dean of
instruction/coach per subject. For example, the 5th grade assistant principal is also the dean of
math instruction. That dean/coach will help assist and support each teacher of their subject, 5th,
6th, 7th, 8th grade math – 4 total
• 1 academic director to oversee deans/assistant principals/coaches
• 1 dean of operations to run all operations. 1 assistant as custodial manager that has 2 assistants.
– 4 total
• 1 teacher per fine arts – PE, art, theatre arts, music – 4 total
• 4 general education teachers per grade level – 16 total
• 2 paraprofessionals per grade level to help as needed– 8 total
9. PERSONNEL
• 1 special education teacher and 1 special education paraprofessionals for self-contained classroom – 2
total
• 1 special education teachers and 2 special education paraprofessionals to help in class support. – 3
total
• 1 interventionist per subject to mostly help with 504 students and other students who need the extra
help – 4 total
• 1 counselor
• 1 librarian
• 1 school nurse
• 2 front office receptionists/administrative assistants
• Café personnel – 4 total
10. PERSONNEL
• With the district
• Special Education coordinator
• LSSP
• Educational diagnostician
• Behavior specialist
• Speech therapist
• Specialist to teach social skills classes
11. INSTRUCTION
• Free Appropriate Public Education
• Teachers will teach class as a whole group
• Teacher will always have clear goal of the day on the board
• Board will always of steps of criteria for success (CFS)
• Learning stations divided into groups
• Students will be able to choose where they sit, as long as they are still being successful
• Students will use “Google Classroom” in order to learn college style. It will be used mainly for
independent work such as exit tickets. They will also be able to participate in class discussions in
which teachers and students can view per class.
12. INSTRUCTION
SPED
• Access to all special education and related services
• All students will be in the least restrictive environment, unless they are unable to be in
a general education classroom.
• Students who are a harm to self and/or others will be in a self-contained classroom
• Compliance of IEP and everything for each individual student
• Behavior Intervention plans followed at all times
• Provide appropriate modifications and accommodations
13.
14. GENERAL CURRICULUM
• Curriculum will meet standards of Texas Education Agency, but will be adjusted
accordingly.
• Though standard curriculum is still followed, students will have several chances to
improve their grades and test scores.
• Each student will receive curves as needed, according to their individual differences
and abilities.
• Students will have modified work accordingly
• Work and tests will continue being adjusted through students performance levels..
• Classes such as social awareness will be taught. This will also include classes about
social emotional learning. All teachers will be trained on this. Students will not be
tested over it, but will have surveys and be able to share and give feedback.
15. TECHNOLOGY
• Students will have access to chromebooks in every classroom – this will depend on the teacher and what is being
taught that day.
• They will have access to the library before and after school, and during class hours depending on teacher
• They will have access to Google Classroom
• Students will be taught different learning websites such as my math lab
• They will be able to access grades
• They will have a specific blog page in order to share anything they want. It can be made private or public to other
students. It will be public to teachers.
• Each classroom will have an electronic whiteboard in which all teachers will have trainings on. This will be used as the
projector and teaching method. Computer will be connected to it.
• Access to teacher and staff phone numbers when needed
16. TECHNOLOGY
Sped assistive technology
• Audio books
• Text-to-voice programs/tech
• Voice-recognition technology
• Proofreading programs
• Speech-recognition programs
• Electronic math worksheets and calculators
• Alternative keyboards
• More as needed
17. ASSESSMENT
• Students will have an exit ticket every day or every other day to asses student learning. Some
exit tickets will be short answer, but most will be multiple choice.
• There will be a short quiz at the end of every week. Some students will be able to take verbal
exams as needed.
• There will be a mid-module and end of module exams for every module in the curriculum. All
exams will be multiple choice, short answer and essay questions depend on the teacher, exam
and student.
• There will be 2 benchmarks a year to assess progress towards STAAR testing.
• There will be STAAR tests for math and reading subjects for every grade level, in early April.
• Retests may occur in May before the school year ends.
18. ASSESSMENT
• Students will receive proper modification and
accommodations for every exam, as needed. Small
groups testing will be from about 6-8 students.
Teachers and admin will read questions and answers
to students.
• They will always be reminded that exams do not
define who they are, but do help us get an idea of
where they are at.
19. SOURCES
• Google images
• Rose, DH., & Meyer, A. (2002) Teaching Every Student in the Digital Age.
Universal Design for Learning. Association for Supervision and Curriculum
Development, Alexandria Virginia.
