Wayside School Wayside school is a public elementary

school serving students from kindergarten to fifth grade.

Mission:Wayside school strives to meet the needs of all children by fostering critical-thinking and problem-solving through interactive, hands-on lessons and relevant project-based learning.  Wayside school focuses on the whole child including social-emotional learning.

Vision: A small, community oriented school, Wayside school, offers spacious, naturally lit, beautiful classrooms with a low student-teacher ratio. Classrooms are full of movement and social interactions as learners work cooperatively and share their knowledge with one another. Wayside school features hands-on math and science, integrates literacy and technology across the curriculum,, offers fine arts and outdoor learning including gardening. Students master the skills necessary to demonstrate social responsibility, good health, and environmental responsibility while creating and pursuing rigorous academic goals. 

Facilities (Physical Structure)Pedestrian, access routes which

include paths, pavements, and other rights of way between the parking areas, building entrances, and playgrounds

Parking lots have accessible parking with pedestrian routes that avoid travel behind parked vehicles.

Student car drop-off is in close proximity to the school building entrance with a designated drop-off lane.

Facilities (Physical Structure)Entrances are accessible

through level thresholds for all visitors regardless of ability, disability, or current mobility circumstances.

Entry/exit locations and hallways provide space for foot traffic to flow both directions.

Outward opening doors and canopies are recessed, allowing for ample space inside and outside of the entrance..

Facilities (Physical Structure)Reception, waiting, and administration office areas

are:located directly across and visible from facility entrancehave obstacle free circulation routesallow free space for wheelchairs, strollers, service animals,

and walking aids while providing comfortable seatinghave lighting well designed for visual communication, lip

and text reading, and to avoid glarehave firm, slip-resistant floor surfacesrestroom facilities are visible from the reception area

Facilities (Physical Structure)

.

HallwaysNo sharp edges, obstruction free, adequate lighting, accessible lockers, cabinets, and closets, and accented with color schemes, floor textures, Braille signs, and materials to assist users navigation.

Facilities (Physical Structure)Classrooms• Versatile spaces with a large common

area, an alcove, and a small room acoustically isolated but visible from classroom

• Versatile classroom furniture for sitting or standing for different classroom functions with accessible data outlets, lab stations, power outlets, etc.

Classroom aisle space is obstacle freeAcoustically-balanced environment by

providing a buffer zone between quiet and noisy learning spaces and ventilation systems with minimized noise impact.

Facilities (Physical Structure)

Universally designed space for users to access learning materials, technology equipment, and food services

Restroom facilities located on each floor level, accessible, conveniently located, and identifiable.

Public Spaces (library, technology classroom, cafeteria, restrooms, etc)

Facilities (Physical Structure)

Wheel chair accessible raised garden beds are accessible and conserve water.

Playground has wheel chair accessible side walks and fall zones.

School Grounds/Playground/Outdoor Learning Areas Pathways on school grounds between buildings and to playground and outdoor learning areas are wheel chair accessible.

ClassesWayside school has a 1:12 teacher: student

ratio. Small class size allows for more individualized instruction.

Students are grouped by grade level because Wayside School is a public school and must teach grade level state standards.

PersonnelPrincipalAssistant PrincipalSpecial Education DirectorDyslexia/504 CoordinatorSchool CounselorSchool NurseOffice Manager/AttendanceSpecial Education TeachersClassroom TeachersDyslexia/RTI TeacherSpecials TeachersTeaching AssistantsEducational Technology/UDL Specialist

Technology Technology is used to provide flexible and multiple

methods of presentation, representation, and engagement. These tools allow students access to digital text, speech-text and text-speech software, text to Braille software and printers, electronic note taking, embedded learning prompts, research scaffolding, access to CDs and DVDs, videos and images, shared documents and files, and remote access.

Classroom Technology includes:Interactive whiteboardsLaptop computersTablets, Chromebooks,

iPadsCalculatorsElectronic notetakersDigital recorders

Curriculum &Instruction Wayside School’s Curriculum & Instruction

is based on the principles of Universal Design for Learning:Provide Multiple Means of RepresentationProvide Multiple Means of Action and ExpressionProvide Multiple Means of Engagement

UDL Curriculum has four main componentsGoalsMethodsMaterialsAssessment

Curriculum &InstructionMultiple Means of Representation:Concepts are presented in a variety of formats

in that meet the needs of learners including alternatives to visual information and text and auditory information.

During instruction teachers provide multiple examples, highlight critical features, and support learners background knowledge.

Curriculum &InstructionMultiple Means of Expression & Action:Guide goal setting and support strategy development

and problem solving.Provide students options to demonstrate knowledge

and learning.Utilize digital technology to scaffold level of support

needed by different learners.Provide ongoing feedback.

Curriculum &InstructionMultiple Means of Engagement:Optimize engagement by offering students of

choice content, tools, and productsEncourage effort and persistence by

providing different levels of challenge and supporting student goal setting.

Facilitate coping skills, self-assessment, and personal reflection.

Curriculum &InstructionGoals: UDL curriculum focuses on developing expert learners.

Goals are designed to be broad enough to accommodate different learning styles and needs. This allows teachers to offer different tools, strategies, and supports so students can achieve these goals.

Wayside students set their own learning goals as well. At the beginning of each year, students and teachers work together to create challenging and motivating learning goals.. These goals are recorded on a goal setting form and shared with parents at the first parent/student/teacher conferences. Progress on these goals is discussed periodically with students in conferences, and then shared with parents at second parent conferences..

I SET S.M.A.R.T. GOALS!(SPECIFIC - MEASURABLE - ACHIEVABLE - REASONABLE - TIMELY)

Curriculum &Instruction Methods (Core Curriculum):Reading: Within the framework of UDL teachers use a balanced

literacy approach to teaching reading and use either the “Daily Five” or “Literacy Centers” model to work with students in small groups and allow time for independent learning.

Writing: Within the framework of UDL teachers use the writing workshop model.

Math: Within the framework of UDL teachers use a variety of whole group, small group, independent and cooperative learning and math stations to meet the needs of different learners and allow students to practice skills with support and independently.

Science and Social Studies: Within the framework of UDL , teachers use project-based learning for units of instruction.

Curriculum &InstructionMaterials:Reading: Students read authentic text using the Fountas & Pinnell leveled

literacy approach combined with Fundations. Teachers may also use other resources. Students who need intensive reading intervention receive instruction based on their learning needs using the Wilson Reading System, Corrective Reading, or a teacher-created program.

Writing: Teachers create their own units or use the Lucy Calkins Units of Study curriculum.

Math: Teachers use a backwards design process to design instruction based on state standards and student needs . Curriculum resources available include Singapore Math, Investigations, Touch Math, and Math U See. Classrooms are equipped with a variety of manipulatives and technology .

Science: STEMscopes is the core curriculum and teachers may choose to incorporate other activities and lessons.

Social Studies: Teacher created curriculum.

Assessment Assessment at Wayside School is based on the

principles of Universal Design for Learning, is flexible, and uses a variety of methods and materials to determine students knowledge, skills, interests, motivations, strengths, and challenges.

AssessmentWayside uses the following types of assessmentCurriculum-based assessments (formative & summative)Paper and pencil or digital testsTeacher observations and anecdotal notesProject-Based Learning with student choice of multiple

representations of learning.PortfoliosDistrict Benchmarks (state and district-mandated)State-mandated yearly assessments grades 3 and above

(STAAR, TELPAS)

Assessments are Flexible in Presentation & Engagement

Formats can include, paper and pencil tests, digital test formats with embedded supports such as text-speech, speech-text, Braille, visual and graphical representation of test content, etc.

Assessments are presented in multiple formats depending on the needs of the individual.

Assessments are Flexible in Expression & Engagement

Students may use a variety of products/tests to demonstrate learning. Examples include choices of products for Project-Based Learning Units:

Formative Assessments (During Project)Pr eliminary Plans/Outlines/PrototypesQuizzes/Tests (paper or online)Journal/Learning Log Practice Presentations Rough DraftsConcept Maps Summative Assessments (End of Project)Written Product(s), with rubric: Oral Presentation, with rubricMultiple Choice/Short Answer Test/Essay Test (paper or digital)Other Product(s) or Performance(s) – Decided by Student and Teacher Peer EvaluationSelf Evaluation

 

Assessments are Flexible in Expression & Engagement

Portfolios: Wayside School uses portfolios as

part of the assessment process. The portfolio is a purposefully selected subset of student work which highlights and celebrates the progress a student has made and captures the process of learning and growth with selected items that illustrate the development of one or more skills.

Primary portfolio reflection

References:

1. Rose, D., & Meyer, A. (2002). What Brain Research Tells Us About Learner Differences. In Teaching Every Student in the Digital Age: Universal Design for Learning . Alexandria, Virginia: ASCD.

2. http://www.ncef.org/pubs/disabilities.pdf3. http://online.tarleton.edu/ACEF/UDIL42413/UDIL42413_print.html4. UDL and the Curriculum: Published on National Center On Universal

Design for Learning. http://www.udlcenter.org5. UDL Guidelines: Theory & Practice Version: Published on National

Center On Universal Design for Learning. http://www.udlcenter.org6. http://www.austindiscoveryschool.org/apps/pages/index.jsp?uREC_ID=

259758&type=d&pREC_ID=5899667. All about ADS - Draft Staff Handbook8. Curriculum Access for Students with Low Incidence Disabilities: The

Promise of Universal Design for Learning: 2011 Revision. National Center on Accessing the General Curriculum.

9. http://udltechtoolkit.wikispaces.com/10. http://simulator.cte.jhu.edu/simulations/10#!/scene/46