Implementing New Curricular Learning with

Universally Designed Experiences

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The Magnolia Public School was awarded a four-year mathematics grant from the state of New Jersey, Department of Educational Technology.  Through this grant, the district will strive to develop and maintain an atmosphere of high-performing inclusive classrooms while considering the strengths and abilities of all students and by designing instructional strategies that meet the New Jersey Core Curriculum Content Standards in mathematics. Teachers will determine success through assessing outcomes that are tied directly to instruction while using a wide range of technology in meaningful ways.

It is the goal of our grant project to design high-performing inclusive mathematics classrooms by utilizing the Universal Design for Learning (UDL) model, the development of Professional Learning Communities for our middle school teachers and instituting a Response to Intervention (RTI) program for students in grades five through seven. The students in the inclusive mathematics classroom will come from a heterogeneous population with diverse learning styles where cooperative learning occurs and differentiated instruction takes place.

Through an intensive professional development plan to include Universal Design for Learning strategies, the implementation of professional learning communities which are based on a shared mission, vision and values;(Dufour, 1998) and instituting a Response to Intervention (RTI) program. RTI provides high-quality instruction and intervention that is matched to student needs and that monitors student progress.

With professional development, collaborative meetings, the re-designing of the general education classroom model and mathematics intervention with our higher education partner, Rowan University, it is our four-year goal to provide all students with the tools necessary to become mathematically literate and life-long learners.

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