CBSS MINI-GRANT DEMONSTRATION PROJECT

Presentation duringApril 24, 2014

Advisory Committee Meetingwww.CBSS.UMD.EDU

INNOVATIVE INSTRUCTIONAL STRATEGIES AND

ACCOMMODATIONS FOR HIGH SCHOOL DEAF STUDENTS WITH ADDITIONAL LEARNING NEEDS

Angie Geffen-classroom teacherPaige Gardner-SLP

HOW WE GOT STARTED…

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

Our Original Vision- “Then” Goal of the project

Student population

Students’ IEP Goals

Additional Areas Targeted

Staff Collaboration

Staff Training 

Our Vision Put Into Action…

Self-Contained Classroom

Self-Contained Classroom

Self-Contained Classroom

Self-Contained Classroom

Visual Supports

High contrast clocks Page magnifiers Highlighting tape/Highlighter Non-glare page protectors Color printer No-glare laminating pockets

Environmental Supports

Floor lamps Throw rugs Duct tape Bins/baskets Zip lock bags

Vocational/Life Skills Supports

Bins of items for sorting/packaging Clip boards Spray bottles Homemade cleaning cloths Later- objects for sorting and packaging

Tactile Supports

Homemade playdough Clicky toys Chewy Toys Beans Non-latex gloves marbles

Communication Supports

Card stock for making visual supports Small communication binders

Academic Supports

Later- USB flash drives Many of the visual and environmental

supports also impact academics Large calculators

Experiences

Thanksgiving Red Robin Community Walking Field Trip Ownership of the Classroom area Later-Mint??

Thanksgiving

Red Robin

Classroom Ownership

Outcomes- “Now”Anticipated and Unanticipated

Anticipated Outcomes 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

Unanticipated Outcomes 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

Next Steps…

Next Steps… 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