UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
2015 04 mini grant geffen gardner
1.
2.
3. 2013-2014 MSD began an enrichment class
period
Enrichment class data justified establishing
a high school self-contained classroom
2014-2015 self-contained class was
established
Relationship with CBSS
4. Goal of the project
Student population
Students’ IEP Goals
Additional Areas Targeted
Staff Collaboration
Staff Training
14. Card stock for making visual supports
Small communication binders
15. Later- USB flash drives
Many of the visual and environmental
supports also impact academics
Large calculators
16. Thanksgiving
Red Robin
Community Walking Field Trip
Ownership of the Classroom area
Later-Mint??
17.
18.
19.
20.
21. Students
› Visual access
› Organization
› General
communication
› Communication
with peers
› independence
Teacher
› Structured
environment
› Greater
academic
outcomes
› Better
understanding of
what to do with
students
› Great support
from consultation
with Donna and
CBSS Institutes
Staff
› 1:1 more
involvement
› Related service-
services and
consultation
within classroom
context
› JTC partnership
for pre/voc
training
› Administration-
show the needs
and ways to
meet needs of
these students
22. Students
› Impact of tactile
needs
› Response to +
behavioral mgt.
with visual
supports
› Confidence
› Leadership skills
› Elaborated
communication
› Developed more
quickly
› Internalized tools
› Beginning self-
advocacy
(no,help)
› Personalities
revealed
› Students
transitioning out
Teacher
› Make learning
meaningful/real;
i.e. use real
money
› Bringing the work
to the students
› Learning to make
graphs/charts for
aides/others to
narrow needs of
the students
› The importance
of being specific
Staff
› 1:1- learned
more about
FERPA, cuing,
more invested,
see the students
› Related
Services/Families-
found resources,
started
conversations
› Academic/ASL-
interest in what
doing, interest in
collaborating
› Administration-
see a place for
students with
challenging
needs
23.
24. Building on established structure
Anticipating continued progress with better
staff knowledge and student
comfort/accessibility
Bringing in students with more challenging
needs
Focusing on more staff training
Incorporating more technology for
education and documentation of progress