Vanessa Woodard Brooks Meeting Individual Student Needs With Technology (620) Dr. Gina Conner Updating the Technology Infrastructure both in the School District and in Local Community Center

Community Event

Principle I: Provide Multiple Means of Representation (the “what” of learning). Students differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g. dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information better through visual or auditory means rather than printed text. In reality, there is no one means of representation that will be optimal for all students; providing options in representation is essential. Principle II: Provide Multiple Means of Expression (the “how” of learning). Students differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g. cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently and will demonstrate their mastery very differently. Some may be able to express themselves well in writing text but not oral speech, and vice versa. In reality, there is no one means of expression that will be optimal for all students; providing options for expression is essential Principle III: Provide Multiple Means of Engagement (the “why” of learning). Students differ markedly in the ways in which they can be engaged or motivated to learn. Some students are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. In reality, there is no one means of representation that will be optimal for all students; providing multiple options for engagement is essential.

John Hay School of Science and Medicine Cleveland Early College High School 2075 Stokes Blvd., Cleveland, OH Grades: 9-12 Mission Statement The Cleveland School of Science and Medicine will prepare students for success in science, medicine and related fields through an intellectually demanding culture of innovation teaching and learning in partnership with the world class medical institutions of Greater Cleveland. BELIEFS STATEMENT: We believe that Cleveland City Schools is a learning organization that focuses on continuous learning at all levels. We believe in mutual respect between and among adults and students. We believe that innovation, creativity, and risk-taking in a safe and healthy environment allows for a more effective outcome. GOAL STATEMENT The primary goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America. VISION STATEMENT The Cleveland Metropolitan School District envisions 21st Century Schools of Choice where students will be challenged with a rigorous curriculum that considers the individual learning styles, program preferences and academic capabilities of each student, while utilizing the highest quality professional educators, administrators and support staff available.

AP courses in U.S. History, U.S. Government and Politics, Statistics, Calculus AB, Biology, and all related Pre-K through 12 courses. Listed below are three mission and belief goals for grade level 9-12: 1.Students will demonstrate knowledge of rigorous curriculum. 2.Students will demonstrate knowledge of program preferences. 3.Student will be able demonstrate his or her learning styles. Here are three goals that will impact all three levels of learners and school environments including pre-k elementary, middle/junior high school, and high school students. 1)Students will demonstrate knowledge of rigorous curriculum. 2)Students will demonstrate knowledge of their program preferences. 3)Student will be able demonstrate his or her learning styles. 8 Specialty Courses in Medicine 4 Biomedical Science Courses Engineering Partnership with Case Western Reserve University (Co-Taught/Dual Credit) Classical Languages Program with Latin & Greek (Largest National Program) College Writing Seminar taught by Case Medical students ACT Course Offered by Case School of Medicine's Robin's Bridge Program

Disciplines include:  Global Awareness is a purposeful on-going professional development learning from and working collaboratively with diverse cultures, religions, and lifestyles.  Critical Thinking and Problem-solving promotes three critical life skills such as creativity, teamwork, and problem- solving, as well as, Bloom’s Taxonomy and a number of on-line resources on the subject.  ICT Literacy provides reach information, communication, and global awareness. In addition, ICT also uses tools that provides digital images, and PDAs.  Social and Social-Cultural Skills produce results that demonstrates other foundations associated with producing high quality products including the abilities to: - Work positively and ethically - Manage time and projects effectively - Multi-task - Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results

Reference Cast (2008). Principle I - National Center on UDL Guidelines. Cleveland Metropolitan School District. Cleveland Early College High School (n.d.). Retrieved from Metropolitan School District. Cleveland Early College High School (n.d.). Retrieved from Framework for 21st Century Learning (n.d.). Retrieved from framework. Image Search (n.d.). Retrieved from