The Summer Job

Spring 1972. As a freshman at Purdue I needed to find a summer job. I had done the fast food thing before college and worked in the dorm dining room all school year. I needed something different and I needed cash. I trekked across campus to the Financial Aid office to check out summer job offerings.

There was a full-time student assistant job available in South Bend about 5 miles from my house. Perfect! Before taxes I would be making $64 a week! (Minimum wage was $1.60/hour back then.) By the end of summer, I would be rolling in the dough!

So, I started working at the Northern Indiana Children’s Hospital in South Bend. The facility was originally built as a polio hospital for children but had morphed into a facility (aka Institution) for children who were developmentally disabled. A place where families had their children ‘placed’ and, in most cases, forgotten. And while it was referred to as a Children’s Hospital some of the ‘children’ had grown up and now were adults and considerably older than me.

During the summer that I arrived there was a not so quiet battle going on between the Nursing Department and the Education Department. Education believed that the residents could learn and needed to live in a more home-like setting within the hospital. Nursing believed that the patients needed to stay in metal cribs or hospital beds and continue a diet of gruel served 3 times a day. (A dollop of instant pudding on top for dinner!) Since I needed the cash, I stuck it out at the ‘war zone’ for the summer!

I learned a lot that summer about myself; realization of paths that life could have taken me; about society’s view of individuals who were disabled; and my future. I returned the next summer after turning down a job that paid significantly more an hour much to my parent’s dismay. The battles of the previous summer were now more of a cold war. The facility had a name change. It was now the Northern Indiana State Hospital and Developmental Disabilities Center. Some residents were even attending the nearby Logan Center!

And I went back for two more summers to work with the residents. I spent a lot of time teaching and reinforcing daily living skills. I attempted to give the individuals that I worked with dignity and life experiences that they deserved. I vividly remember riding a Ferris wheel with a young man who was in no way interested in the experience and wanted out. Luckily neither of us fell off the ride!

After teaching 6th grade for a year (an experience that a secondary education major/first year teacher could never be prepared for no matter how many courses one took) I returned to Purdue to get a Masters in Special Education. I would be able to bring some of the summer job experiences into the classroom. And as a part time job I worked as a teaching assistant a Wabash Center in Lafayette (a preschool center for children who were developmentally delayed). It was an interesting and exciting time for Special Education. PL94-142, now known as IDEA, had been enacted a couple years earlier. Parents were elated that their children would be educated in a school. No one cringed when the word ‘advocate’ was used!

In the fall of 1978, with my Masters in hand, I ended up accepting a teaching position with the Northwest Indiana Special Education Cooperative. My career with NISEC allowed me to work in life skills classrooms as well as in preschool. In the fall of 1999 I transferred into the field of Assistive Technology working part time as an AT Consultant for NISEC and part time Regional Coordinator for PATINS. During my career with NISEC, I advocated for teachers and children by serving as the Union President and served on the AFTIndiana Executive Board. After several years of juggling AT jobs, I became a full time PATINS employee.

Except for the one-year teaching 6th grade my career in education has been in the special education field spent working with individuals to improve their lives; to make sure they have access; to make sure they have dignity and respect; to make sure they can live and learn to the best of their abilities. And during those years I came to admire the dedication of teachers, administrators, related school personnel, and parents. That drive that everyone has to make sure every student, no matter what ability level, has a free appropriate education has been so energizing!

So what started out as a summer job in 1972 has turned into a 46-year career working with individuals with a wide range of abilities and disabilities. But all good things must come to an end. I will be retiring at the end of this school year and that career will formally come to an end. It is a career that I have honestly enjoyed every day! What started off as a summer job turned into a profession.

How I spend those retirement years is uncertain. But it will be difficult for sure to give up the passion that has ignited me for the past 46 years! Who knows I might be one of those folks who shows up as a walk-in at a PATINS event!!!!!! One thing for sure…the alarm clock will be turned off!!!!!!!!

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A Case for Meaningful Context and Unpredictable Connections


This is a story about James. Actually, it’s a story about James and Mr. Tooley; the two of them were inseparable outside of school.


James was in 5th grade when I first met him. We worked together on math concepts once a week after school. We primarily focused on fractions and decimals, which he absolutely detested.

Generally, on Tuesday afternoons, I went to James’ school, where we met in the cafeteria for an hour. A teacher friend had asked if I’d be willing to help James. She said, “He’s such a sweet boy, but struggling in school.”

I agreed to work with James and soon discovered he was absolutely amazing.

As the week of Spring Break grew near, James’ mother, Ruth, asked if I’d be available to work with him over break. So that particular week, I went to James’ home for our math session.

Ruth met me at the front door, “Hi. Before you come inside, I need to ask if you have any problem being around pets.” I said I was fine with pets and just assumed the family dog or cat would greet me when I walked through the door. 

front porch view of door slightly open
 
I wish I had a picture of my face when James came around the corner with Mr. Tooley on his shoulder. Mr. Tooley was James’ pet crow.

Prior to meeting James, my experience with crows had been minimal. I didn’t know anything about crows except how they looked and how they sounded. I didn’t care for either. Glimpses of crows picking at roadkill tended to disturb me.

What happened between James and me, once Mr. Tooley (Mr. T) entered the scene was the best tutoring I ever experienced. In the name of full disclosure, James was definitely the tutor; I was his tutee. Mr. T was teacher, friend, and comedian to everyone he encountered.

James used our weekly sessions to teach me all about Mr. T. We never met in the school cafeteria again. He and his entire family thoroughly enjoyed surprising me with Mr. T’s feats of wit or ingenuity.

A favorite family game with Mr. T was Hide and Seek. If I hadn’t seen it for myself, I wouldn’t have believed it. I was surprised how clever and engaging Mr. T was, no matter what game we played with him.

Coincidentally, with Mr. T’s assistance, James would tackle almost anything academic, mathematical or otherwise. James was completely invested in any activity that involved Mr. T because he was completely invested in that crow.

James had tremendous knowledge of crows and other birds. He also loved to draw. Although his fingers were not formed in the same way as most of his peers, he was able to use any type of drawing tool he wanted in order to accomplish any effect he desired. His artwork, as well as his imagination was remarkable. 

black and white illustration of man lying on stomach reading a book with three crows near him
Over time, James shared incredible stories with me. They all traced back to Mr. T in one way or another. We worked together to bring his stories to life. He wrote, spoke and drew them into life, then revised and retold them all over again.

There were innumerable ways to incorporate mathematics into our time together. James seemed to love them all. He wasn’t frustrated or defeated, even when we worked on fractions and decimals.

He loved to prepare fractional amounts of seeds, nuts and pieces of fruit for Mr. T’s food and then calculate the percentage of each that Mr. T ate. He was also motivated to figure out the annual cost of owning Mr. T, which then prompted him to do a price comparison of cages in order to lobby for a new one.

For James, the context was meaningful, which made the content palatable, even intriguing.

In the end, I’m sure I learned more from James than he learned from me. I’m also sure he impacted my way of thinking more than I impacted his.

My preconceived notions about crows had been based on physical attributes, limited experience and no real knowledge. My preliminary thoughts about working with James had been based on curriculum guidelines, classroom settings and personal agendas.

Sometimes it helps to have another person invite you into new ways of thinking and new possibilities. James (with the help of Mr. T and his family) did that for me.

I didn’t work with James in a classroom setting, but I still think this is a powerful testimony for employing the principles of Universal Design for Learning (UDL) in the classroom.

UDL is not about the wit of a crow or a fifth grader’s distaste for mathematics. But it is about what happens when such things collide into purposeful, accessible and motivating ways, allowing students to flourish academically.

At PATINS, we know it’s darn near impossible to stop students from making educational strides if they enjoy or believe in what they’re learning, and when they have the access and means for this learning to take place.

Give us a “caw” if we can help your UDL plans take flight.

American crow in flight with blue sky background


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Expectations

Expectations are tricky things. Sometimes they let you down, sometimes they lift you up! I had expectations for April to be a lot warmer by now, and yet I wait. The warm air may be late, but ISTEP testing, Senioritis, and transition fairs are all occurring right on schedule. This is the final stretch of the school year, expectations are being fulfilled! But the story for each student started much earlier.

ant 1       “Just what makes that little old ant                          
        Think he can move that rubber tree plant

        Anyone knows an ant, can't
        Move a rubber tree plant” *


Let’s talk about rigor in education. I have never liked that word. 
I associate it with the dictionary definition, “harsh inflexibility in opinion, temper, or judgment”, but the education definition of rigor is quite differentThe Glossary of Education Reform is a great place to go when education speak gets in the way of understanding. It equates rigor with educational experiences that are, “academically, intellectually, and personally challenging”. When we challenge our students with a rigorous curriculum that is universally designed and equitably supported by accessible content and assistive technology we are showing that we have high hopes. Our expectations are that each student under our care will be challenged and supported so as to reach their full potential. 

 "But he's got high hopes, he's got high hopes"                 Ant looking left


So as this year’s finish line approaches, keep pushing, and search for why they are pushing back. 
Equip them with all they need to access the curriculum for the 175 days they aren’t testing so that on the 5 they are, they know and show their potential. Give them all the skills and knowledge they need to earn the transition of all our dreams!
ant with hands on hips                                               “Oops, there goes another rubber tree plant.”*

*Writer(s): Cahn/Van Heusen
Frank Sinatra High Hopes on YouTube

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The Ugly Cry Is Beautiful

You know you are a special education teacher if “it takes years for your student to reach a goal and when they do...you just want to cry.”

Oh yes...celebrations of students’ success…big or small. Those are moments when you feel the rush from the pit of your stomach and then it slowly starts flowing through your veins….then explodes like a can of pop that was shook and quickly opened...which leaves your eyes dripping with salty excitement...and the next thing you know...you are doing your interpretation of the happy dance. If you are a teacher or anyone who has celebrated a child, you know exactly what I am describing. No, it’s not always pretty...but I can guarantee that it is always beautiful to the student to which brought about this emotion.

Happy Dance

I will never forget the first time I experienced this organic feeling. I was sitting on the floor in the hallway with a 5th grade student who independently decoded an entire paragraph for the very first time of a book we were reading together. He paused at the end of the paragraph and was nearly shocked by his own reading. The moment he turned his head, smiled and looked at me...the unexpected floodgate began. It was lovely chaos...I was celebrating him and he was consoling me! Ha ha It’s like sitting in a baseball stadium and your team hits a home run...the next thing you know...you are on your feet cheering and clapping! It’s uncontrollable excitement.

I have to admit, celebrating myself is a personal struggle. However, doing whatever it takes to facilitate a student in success of emotional, social, behavioral and/or academic skills...I am all in. While I am not in the classroom any longer...I get the privilege to have shared classrooms and students across the state. With that said, I am still “all in” for you as educators and your students. In fact, my whole team is all in for you.

The year is coming to an end. Find time for pause and instead of just looking directly at a student’s struggles as we support them, also look around them...see and feel the moments to celebrate.  I have great adoration for this quote from the book Wonder, “Everyone in the world should get a standing ovation at least once in their life.” Go ahead, it’s ok to get ugly; because it’s beautiful.


Fun ways to celebrate your students while also motivating them:
  • Send an email or note to parent/ guardian or school administrator
  • Praise verbally
  • Throw graffiti parties
  • Ring a bell
  • Expression by using GIFs
  • Allow students to write down what THEY feel they did best, crumble paper and have them shoot into a “shining moments” basket at the end of the day.  
Wonder Book
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The 5 Things That Went Right Today: Perspective and Levers

Terrifically passionate people make wonderfully significant and impactful decisions, all the time, every single day. These people are usually deeply emotionally invested in all that they choose to do. Some might consider them “all or nothing” kinds of people. This is exhausting, but it's essential to the learning process! These people are probably the greatest educators you’ve known throughout your life, whether they are “teachers” or not. Ponder upon those particular reverberations in your past for a moment before reading further. Make note of a few of those people. Write them down or sketch their presence on a mental note card. Perhaps, consider sending them a real note of gratitude. Maintaining this level of passion for the learning of others isn’t easy and requires exceptionally purposeful labor.    

Great things…amazing accomplishments, etc., most often happen when phenomena are not typical. Have you ever given someone a compliment in the form of, “Wow, you were so very normal today?”  …probably not. 

I struggle with the K-12 education world at times when it seems to be seeking to normalize students and teachers. Placing educators and students into nicely packaged, designated, little boxes with a label on top, and a set of strict policies, can make some things easier at times, for sure. However, it also asphyxiates creativity and disregards the potential impact of outliers. This leads to frustration and burnout of passionate people.  

In the United States, 8% of teachers leave every single year and less than a third of those are retiring. That works out to about 200,000 teachers leaving the field. The greatest areas of shortage include math, science, bilingual education and special education. The percentage of special educators leaving the field is over 50% within the first 3-5 years of teaching. Additionally, enrollment in teacher preparation programs is down about 35% over the past 5-6 years. If we could reduce that overall attrition percentage of 8 to 4%, our problem of teacher shortage could be nearly eliminated. 

Teaching is hard! Teaching students who learn differently than we do is even harder! If you’ve ever heard me speak, you’ve likely heard me talk at some length about “creativity, skill, and determination” all being fluid notions of great importance to successful facilitation of the learning brain. It is my experience that when learning isn’t happening or isn’t occurring at the desired rate, one or more of those three concepts requires some adjusting. I realize this is somewhat of an over-simplification. However, by simplifying a complex equation, we begin to make it understandable and approachable. When we couple this simplified equation of “creativity, skill, and determination” with our belief that all students are capable of learning, we can begin to feel empowered to design a plan of action. We avoid stagnating, which leads to abandonment.  

Creativity, skill and determination are very much interrelated and dependent on one another. In other words, all three usually have to simultaneously exist within a reasonable median on its respective spectrum of potential. Stifled creativity can quickly degrade determination, for example. Lack of skill can make creativity feel impossible. Fading determination can render both lofty creativity and prominent skill ineffective. 

So, how can we begin to be of service to the educators who are working with the learners who often need them the most in order to maintain creativity, skill, and determination? Further, what can we learn from the highly passionate educators who do not become part of the 8% attrition rate in the US? 

How can a student pass an end of course assessment or state assessment, but fail class after class? Is it possible that a teacher can fail a student in a class while that same student actually knows the content material well enough to pass the high stakes assessment? It happens! It’s likely that this same teacher has had a plethora of difficulties to absorb in any given day. Focusing on the perceived misfortunes of the day is easy to do and most certainly punches determination right in the guts, but deliberately turning one’s attention to five specific things that went right that day can happen quickly and most certainly can fortify determination! 

Celebrate the outliers. Administrators can encourage and prop-up educators who substantiate creativity! Administrators have incredible power to do this right in their hands every day! Calculated risks could be weighted with value on teacher observations and evaluations. Teachers can try to avoid making assumptions about expectations for their students until they've tried at least five ways to present the materials to them, to allow them to interact and respond and to engage them. The PATINS UDL Lesson Plan Creator could be a notable place to start!  

Sleeping Cat on a computer keyboard
Research has shown that something as simple as watching kitten videos can cause a rush of dopamine to the brain! Peek-A-Boo Cat is another quick place to start!

 

Similarly, deep interest or passion in other areas can bring about similar reactions in humans. Personally, it’s art, music and motorcycles, in addition to kitties, of course! This biological reaction motivates creativity and can allow the body and mind to refocus on the five things that went right that day, and fuels passion! 

diagram of wheels on a beam mounted with a fulcrum, but at tilt
I used to believe that this allowed me to maintain balance. However, a highly respected colleague of mine has recently lead me to believe something a bit different. When balanced, you are essentially standing at the fulcrum and moving nothing, changing nothing! I much prefer the ideology of continual movement back and forth on the levers in one's world, creating movement, as opposed to finding balance at the fulcrum and sitting there dormant. Distinctly passionate and effective people exemplify this sort of continual movement on their levers! 

Gaining skill can promptly fuel both creativity and determination! Did you know that the remarkable PATINS staff are recurrently hosting trainings that cost you nothing? Check out our training calendar and if you don't see exactly what you're looking for with regard to content, date, or time, simply lets us know! We'll get it scheduled for you! The PATINS Lending Library also offers educators a means of implementing creative ideas when funding may not allow it locally. Borrowing from us costs you nothing. We even cover shipping in both directions! 

Determination can wane quickly when an educator feels isolated. I believe strongly in the power of personal learning networks. These can be local or global or ideally, both! Consider joining the PATINS staff along with educators from around the globe on Tuesday evenings at 8:30pm EST for our weekly Twitter Chat! Just search Twitter for the hashtag #PatinsIcam! Your own network could build quickly by simply committing to 30 minutes once a week on Tuesday evenings! Correspondingly, the PATINS Specialists are always eager to support determination by joining you right within your classrooms and school buildings! Let us fuel one another's determination! 

Don't allow yourself to be alone if you sense your determination or creativity diminishing! Likewise, if you are feeling creative and determined, but not sure of the skills, resources, strategies, or tools needed to make it happen, remember that the PATINS staff is just a click away! At the very least, make precise note of the five things that went right in your day, every day!  


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Sometimes it is the little things...

During Spring Break this year, I had the pleasure of traveling to Florida with my daughter, Courtney, and a friend of hers from college. Courtney is a graduate student, studying to be a Speech-Language Pathologist. She wants to work in a school setting eventually when she finishes school. Her friend, Jane, is an undergraduate student studying psychology. She hopes to work as a school psychologist. We had many hours in the car together and we spent some of it discussing education-related topics.

It is still sometimes hard to imagine that my “little girl” and I are now discussing IEP procedures, dyslexia, communication devices, lesson plans, etc. It is so exciting to hear fresh perspectives on these topics from the next generation.

We also discussed the different paths that these wonderful young ladies took to wind up where they are now. Courtney’s path was not an easy one. She struggled along the way but also had many tools and resources to help her along the way. She had teachers who challenged her, she learned organization skills through marching band, and she had a never give up attitude that served her well. Courtney never took the easy path; she decided on a major that was not only difficult but also very competitive.

Although she was not always at the top academically, she made up for it with the little things. She didn’t miss class, she was always on time, she always dressed appropriately, she volunteered at the Speech & Hearing Clinic, and she always maintained a positive attitude. I am convinced that these little things made a huge difference in Courtney’s being accepted into the Master’s program for SLP.

Jane’s path was much different, she never received a grade lower than an A. While this is such an amazing accomplishment, it also comes with an added amount of pressure. Again, in my mind, it is the little things that have helped her reach and maintain this plateau. She is organized, punctual, polite, and dedicated.

While their paths were quite different, I have no doubt that both of these ladies will end up exactly where they choose to be. Teachers can have a huge impact on the paths of their students. While academics are important, don’t forget about the little things. Encourage your students to be punctual, organized and to have a positive attitude. A little belief in oneself can go a long way!

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Spring Break...Or Is It?


We have been looking at websites and talking about the sights and sounds of our upcoming trip to St. Louis, Missouri, for several weeks now! Our family is very excited! I have wanted to take our 7-year-old daughter, Zoë, to the City Museum in St. Louis since her first step -- fearing that if I took her too young, I would spend my time looking for her and being worried. If you are not familiar with the museum, is in an old 10-story shoe factory downtown. Floor after floor, kids (and adults) are encouraged to run, jump, climb and dance through tunnels, cave systems and a circus -- to name a few things. There are over 30 slides. I am bursting with excitement!



suspended pathways and structures on the exterior of the City Museum

My best friend and her family suggested that we rent an apartment near the zoo together, and we found the perfect place! It is right off of Forest Park, where the zoo and so many other activities are at our fingertips! We plan to roam the park that contains a pavilion, which was created with proceeds from the 1904 World’s Fair! I am a huge roadside attraction person and the park is full of monuments and statues from a giant turtle to an elephant reaching for leaves in the trees. We will be able to take our time seeing a huge waterfall created during the World’s Fair, the art museum and planetarium.

My friend ordered brochures that have a huge kid’s map of the city, and we have watched multiple YouTube videos on what to expect when we ride to the top of the St. Louis Arch. We can decide which day might provide the most glorious view of the Mississippi River or the Courthouse greens, depending upon which way we decide to look out.

St. Louis Arch at dusk
If you were my teacher and asked me to talk about my spring break, this is exactly what I would tell you...all of the gorgeous details! I would not hold back on the excitement of what was getting ready to happen! I would unintentionally brag out of sheer enthusiasm for what is going to be the best part about not being in school.

What if, however, you were not going anywhere. What if your family never planned a trip, or had the money to go. What if you got yelled at by your mom if you mentioned doing something over break, or if your parents worked and you were watched for a week by a random family member? What if you were not sure where you were going over break? What if home is not your safe place, and every day you look forward to coming back to school because the stress level seems so much less there? There are a lot of reasons, suddenly, for a student not to want to hear about break and not to celebrate the minutes escaping from the clock as its hands journey toward dismissal.

As teachers, we are born to celebrate the excitement of our students. Sharing what was to come or what happened during a break is part of what has always happened in classrooms. After all, it is fun to talk about these things, for most. Still, imagine for a moment if you dreaded going home for even a night or a weekend and the rest of your classroom was happily counting down to the final bell by crossing off days on a fun calendar? What if your only option during a Language Arts lesson was to write about upcoming plans when it was the source of so much stress? What if your favorite teacher kept on saying, “I can’t wait until next week!” in front of you? How would you interpret that emotion and how it related to you?

As teachers we have to be mindful. I am not sure I processed this enough when I taught my own classroom, but I certainly was attuned to it when I was part of behavioral support team for a small school district. I had many conversations with staff members just making them aware that some students were not celebrating. I saw teachers change their phrasing from “vacation” to “break.” I saw lots of one to one conversations and reassuring moments of us all being back together in a week. I engaged with students who I thought might be worrying and helped them put vocabulary to the emotions they were feeling because it is hard to express things that you don’t have words for.

As school breaks for the spring term, keep these kiddos in mind. They are out there and they are nervous. That does not mean that students are not allowed to express fun times had before and after break, but maybe through more personal conversations and alternative writing prompts and activities that include both vacationers and "staycationers."
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Life all comes down to a few moments. This is one of them. *Pivotal Legislative Changes for Dyslexia

Recently, IN SB 217, which concerns schools’ response to dyslexia, passed through the Indiana Senate and House. This bill takes a huge step forward in addressing a problem that has the potential of negatively impacting lives of our students throughout their school years and beyond.

The good news for Indiana school corporations and charters is that the tenets of the bill are to be met no later than the 2019-2020 school year; scarcely more than a year from now. Of course, this time will not be spent idly, but rather in preparation for the ensuing changes in instruction, school personnel, and attitudes. Following is a skeletal outline of what will be required of schools in IN SB 217.  
  • At CCC meetings, on IEPs, and on your school’s website, start talking about dyslexia. Everyone should know by now that “if we just ignore it, it will go away” is a negligent fallacy. Talk to other teachers about what they are seeing in the classroom. Get familiar with dyslexia, get comfortable talking about it.
  • Use the IDOE-approved system of supports to address the reading needs of students that present characteristics of dyslexia. Be careful not to spend too long in a tier if it’s not working for the student. Time spent ineffectively addressing dyslexia is time wasted, and studies have shown that a poor reader in 1st grade has a 90% chance of always being a poor reader. Interventions that are timely and effective increase opportunities for academic and life-long success.
  • Obtain parental consent before screening. This should be no problem. When I speak with parents about this, they are hungry for solutions; they want honest discussion between teachers and their families, they want their child screened, they want outcome driven interventions, yesterday. Last year. Two grades ago.
  • Dyslexia interventions may include certain types of instruction. So vague, but so easy. The research is in and we know what works here: instruction that is Explicit, Systematic, Multisensory and Phonetic. If your instruction curriculum does not include these, let us help you find one that does.
  • By July 1, 2019, each school corporation and charter must employ at least one authorized reading specialist trained in dyslexia. Depending on school population more than one may be necessary. Begin making the decision on who will be designated as soon as possible, and find a certification program.
  • IDOE will provide professional awareness information on dyslexia to each teacher in each school corporation and will develop and update an Indiana dyslexia resource guide. Lean into the support they will provide.
So, there it is. If you regard IN SB 217 as an overwhelming addition of copious amounts of work, that is completely understandable. But allow this outlook to exist only for a couple of days. We all know how fast a year passes. This is so much to pull together, but you can do it! Your students need you to be successful, so they can be successful.

The ICAM will support schools as they serve students who have a current IEP in several ways. We will provide a membership for them to receive human voice recorded audio books, some that are accompanied by text: textbooks, children’s books, literature and novels. Also, we will provide NIMAS files, the digital format of their textbooks to use with text-to-speech software, and ePubs. These specialized formats are pathways to adding a multisensory element to your instruction. It’s not the whole multisensory component, which uses all learning pathways at once—visual, auditory, kinesthetic, tactile-- but should be regarded as a substantial piece.

Also, we have a growing collection of dyslexia-related books and other resources in the PATINS Lending Library; you may review titles in ICAM Dyslexia Book Resources. There are a few articles in Document Resources you may find helpful, and on the Dyslexia Resources page there are webinars, websites, a dyslexia screener. We will be adding to and updating these pages as we continue our research.

PATINS/ICAM Specialists are happy to come to your school to present real classroom solutions that can be immediately implemented, even customize a presentation to address specific needs of your school or corporation as you adapt to the changes IN SB 217 requires.

We are here for you. And for the starfish.

Thanks so much!

* "Wall Street"
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Just One Emotional Connection


I am a podcast listener. They are great for passing the time when I’m driving, mowing, or out for a walk. “Missing Richard Simmons” was the latest podcast that I checked off of my to-listen list, and I learned some things about him that I found fascinating.


The first fact being that his gym in Hollywood was called Slimmons, which couldn’t be a more brilliant name. For some reason, I really enjoy saying Slimmons. Secondly, to attend a class with him only cost twelve bucks. That’s less than I pay for an exercise class with an instructor far from one of the world's most renowned fitness gurus.

Richard Simmons posing in gold tanktop and shorts
Yet, most interesting to me is a fact that this podcast made clear through numerous interviews with people who know this outspoken, eccentric, lovable man-- he has the ability to create a connection with nearly every person he encounters, and these connections don’t feel fake or false as one may expect when meeting a celebrity; they feel authentic and natural. He became the friend who - from states away - would call to check on your weight-loss progress. He was the friend who made you feel important. The friend who could relate to your story, empathize with you, and validate your feelings. The friend that truly got “it”, whatever “it” was.

His gift for making connections got me thinking about the relationships built between teachers and students. Relationships that have the ability to change the ways students think and perceive themselves.

In fact, I learned from watching a presentation by Dr. Lori Desautels, associate professor at Butler University in Indianapolis, that “resiliency research in children has shown that just one emotional connection with a teacher, a coach, an educator of some capacity can change the architecture of the brain of a student who has suffered from trauma.” Changing it in a way so that the student begins to see themselves as a valued, loved, and an important human being.

I would argue that Richard Simmons’s gift for connecting with individuals can be used as an example for the change that can be effected in our students’ lives when they feel valued and validated. He was able to motivate thousands of people to lose countless pounds and to once again put themselves first in their own lives through the bonds he created with them. We can surely connect with our students in deeper and more meaningful ways, remembering that just one emotional connection with an adult can mean a new, more positive outlook for the student.

Armed with this knowledge, take the time to ask a student how you can help, and listen intently and give the 2x10 strategy a try. Employ available community or school resources like before or after school care, the Boys & Girls Club, Girls, Inc., etc. to support the student. Go out of your way to show that you care and are genuinely concerned for their well being, because you may be that student’s one emotional connection that becomes the game-changer.

Image attribution: Angela George [CC BY-SA 3.0], via Wikimedia Commons



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March Towards Hope

March Towards Hope

The calendar has some quirky coincidences in 2018. The somber first day of lent, Ash Wednesday, when folks in the Christian faith acknowledge that yes, they are
going to die, fell on Valentine's Day: a frivolous celebration of worldly love. Easter is on April 1 this year. I don’t envy the ministers and theologians who will have to work on that Sunday. It seems like they’ll have some extra explaining to do. And now my turn to write the PATINS blog falls on March 1st. Ugh.


Not true everywhere, but in Indiana March is the worst month. Don’t let that iconic shamrock on the calendar fool you, there isn’t much green to be found anywhere. We’re surrounded by gray skies, flat beige landscapes, and still wearing thick socks. In March, there might be a 70 degree day or two where you are lulled into thinking winter is loosening, but it will be followed by a lockdown-drill of freezing rain.

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There is the big basketball tournament to distract us, but as I write this, Purdue has dropped from the top of the Big 10 standings, and it seems that having not one but two 7-footers on the team wasn’t enough to propel the Boilermakers from our mid season winning streak to tournament favorites. I blame March in the midwest. I know, not rational, because all Big 10 teams are in the midwest, but before you all message me and gently suggest that maybe Bev needs some medication, I’ll let you know that I do have strategies for surviving March.

First, seed catalogs = hope. Slowly page through them and drink in the colors. Or, while you’re at the home improvement store finding replacement parts for your sump pump (March floods) stop by the display of seed packets, pull out a packet, gently shake it by your ear and hear the sound of presumed life. My second strategy is to pretend I’m somewhere else; otherwise known as Mr. Rogers make believe medicine (I know, maybe consider medication). I put on my colorful bathing suit, lime green swim cap, and swim at the Y once or twice a week. And I imagine that the water is heated by a tropical sun. This week: Belize. My final strategy was a gift given to me by my friend Kelly. She created a Pinterest board for me called “March Madness Prevention” and she posts images or links to my favorite things: Bugs Bunny cartoons, snapdragons, and porch swings, to name a few.

The PATINS blog calendar lottery has also slotted me into a point in time where schools and teachers are looking out at what could be described as a bleak landscape. Fear seems to have enveloped schools, and infected the debate about how to keep all safe in the sacred space of the classroom. I’ve laid awake at night with the debate about violence in schools ricocheting around my brain, but haven’t been able to come up with much that doesn’t sound like more noise.

I’ve decided to follow Kelly’s lead to offer you a Pinterest board of sorts to share some images of hope. As a PATINS specialist I am in and out of many Indiana schools each week, and I see so many lovely things happening despite all that seems against us. Here are a few snapshots of hope happening in schools. Right now. Despite March:
  • My colleagues in Bluffton who work every day to hold high expectations for all and ensure that each child in the room has a voice. Follow the joy: @asheetsroom14 on Twitter.
  • An art teacher friend shares this story
painting created by high school student of bare trees with snow and shadows
  • One kindergartener telling another to take a deep breath when they can’t seem to figure out the reader app I’m teaching them. I followed her lead.
  • Students from STEM and robotics clubs finding solutions for students needing them. I was fortunate to meet members of the Mishawaka Penn High School Robotics Club who presented at a national assistive technology conference.
  • Pre-teacher in a Butler training determined to reach middle-schoolers, despite showing a depth of understanding of the middle school psyche. Felt like a hope earthquake under my feet.
  • Students at the Indiana School for the Blind and Visually Impaired discovering healthier food by massaging kale with avocado, and planning a new cafeteria garden on their campus. (I repeat, seeds = hope)
If you have an image of hope, please share in the comments!

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