UDL Design Project

Wherethe LearningJourneyBegins

Grade
levels
•Servicing Prekindergarten and Kindergarten
MISSION
•The mission of the Mind Spark Elementary faculty and staff is to empower all students to be successful by
fostering a love for learning through Universally Designed Learning.
VISION
•Mind Spark Elementary will nurture an environment that cultivates academic success and lifelong
learners.
MOTTO
•Where the Learning Journeys Begin
CORE
VALUES
•Respect yourself and others
•Obey school rules
•Achieve your potential
•Represent Mind Spark with pride

 Parking areas and bus ramps
are wheelchair-accessible
and clearly identified
 All walking routes such as
sidewalks, paths, playgrounds,
and building entrances have curb
cut and tactile paving making
them accessible to wheelchairs,
strollers, and pedestrians with
canes. It warns pedestrians of
both a change in elevation and a
change in safety. All ramps are
non-slip.

 Bus Drop off is clearly
identified and in a separate
location from the student car
drop off to ensure safety of
all students, parents, staff,
and visitors.
 Student car drop-off is
located directly in front of
the school with a designated
one-way drive lane during
drop off and pick up times.

 Front main entrances are accessible through
manual or automatic door openers. All other
entrance doorways are wide T-double door
openings.
 Entry/exit locations and hallways provide
space for traffic to flow both directions.

 Emergency systems are provided. They have
both flashing lights and audible signals
 Routes for nearest exit

Front Desk Check In, Waiting Area are:
 Entrance to Front Desk/Waiting has security locking system.
 Area is free of obstacles for wheelchairs, strollers, and other aids
for transitioning
 Fully accessible visitors restrooms located directly outside of the
front office area.
 Administration offices are located behind the front area
 Plenty of walking space outside of administration and PEIMS
offices allowed for maneuvering of transition/mobility and two
directional traffic flow.

 All Entrance ways into interior halls of school are
wide T-double door openings with security
system locking from outer corridors
 Hallways are obstruction free, both Led and
natural lighting in throughout the building.
 Floors are colored outlined to assist with
appropriate traffic flow direction
 Accessible student and teacher Restroom
facilities located down each hallway
 All rooms including storage/janitorial closets
marked both in print/Braille.

 Flexible seating allows for reading
engagement
 Acoustics to buffer sound levels
 Access to technology equipment
 Walkways are free of obstructions
 Books Shelves color coded by sections

 High Speed internet access
 5 computer labs and within each room access
to computers for an entire class roster
 Equipped with Smart board and overhead
projection for visual lessons.

Small group and individual hands on learning
stations to promote
Engagement for learning
Required concepts

 Soft Colored Acoustic Boards to Buffer noise
levels
 Soft lighting and colors for
hypersensitive/sensory difficulties
 Round edge tables for safety
 Circular tables to promote
social/communication skills

 Playground has wheel chair accessible side walks
and fall zones.
 Outdoor recreational play equipment full
accessible to all students.

 Various classroom arrangements with flexible
seating arrangements to service the needs of
different learners
 Clear pathways
 Clear visual areas defining boundaries
 Visual daily expectations/schedules
 Whole group, small group, and learning
centers

 Each class has a teacher: student ratio of
2:18
 1 teacher and 1 paraprofessional
 Smaller class sizes allows for more
individualized instruction in academics and
social emotional learning.
 Students are grouped by grade level,
however, smaller grouping is done per class
for more individualized learning through
learning stations and RTI

Flexible and multiple methods of presentation,
representation, and engagement.
 Digital/audio text
 Interactive drawing journals
 Touch screens
 Speech-text and text-speech software
 Weighted vests
 Compression vests
 Noise canceling headphones
 Peg Puzzles for grasping
 Colorful and noise making toys to visually track
 Raised interactive tables (Sand, rice, water, etc)
 embedded learning prompts
 research scaffolding,
 access to software, CDs and DVDs, videos and images

Mind Spark Elementary is based on the
principles of Universal Design for Learning:
 Provide multiple, flexible, methods of
presentation
 Provide multiple, flexible methods of
expression and apprenticeship
 Provide multiple flexible options for
engagement

For Learners with diverse needs to better understand the concepts of the
curriculum, teachers at Mind Spark present and support instruction by:
• Providing related information to learners to support background
knowledge
• Providing multiple examples such as text, image, sound, or video
• Highlighting critical features though animations, color, graphics, zooming
in on material to direct student learning
• Providing Multiple Media & Formats through visual, tactile, and auditory

Learners have different ways of planning and organizing
the instructional processes. To assist students with this
area teachers at Mind Spark:
• Provide Flexible Models through skilled performance
• Provide Practice with Supports through scaffolds
• Provide On-going Feedback
• Provide opportunity to demonstrate skills through
various formats such as oral presentation, displays, or
written forms

Teachers at Mind Spark Elementary facilitate and maximize
engagement by :
• Offering choice of content and tools
• Offering choice of learning content
• Offering choice of rewards
• Providing adjustable levels of challenge

To guide the
design of the
learning
environment to
allow accessibility
for all learners
To create expert
learners who are
puroseful and
motivated
To change the
environment, not
the learner

 Reading: Literacy Centers are incorporated with
students through whole group and small group
instruction. Students utilized reading rotations
to reinforce concepts through independent
learning.
 Writing: Through writing academies teachers use
interactive journals for students to express
knowledge and skills.
 Math: whole group, small group, rotating
stations that allow for children to work together
and independently while reinforcing math
concepts learned during teacher led groups.
 Science and Social Studies: Hands-on,
interactive, and community based instructional
lessons

 At Mindspark Elementary the principles of
Universal Design for Learning are embedded
into assessments to determine needs of the
learners, but also to exemplify their
knowledge and skills which can be produced
through a variety of flexible methods and
materials

 Formats are flexible which can include,
paper tests, online with supports, oral
administration, manipulatives depending on
the needs of the learner.
 Student expression is demonstrated through
multiple means such as orally, drawings,
hands-on activities

 Home. (n.d.). Retrieved from
https://adachecklist.org/
 Rose, D. H., Meyer, A., Strangman, N., &
Rappolt, G. (2002). Teaching every student
in the Digital Age: Universal design for
learning. Alexandria, VA: Association for
Supervision and Curriculum Development.
 The UDL Guidelines. (2018, August 31).
Retrieved from
http://udlguidelines.cast.org/

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