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Promoting Achievement through Technology and INstruction for all Students
Jun
25

Indiana Educators Focused on Accessibility in 2019-2020

Indiana Educators Focused on Accessibility in 2019-2020. Blog title above a group of people waving.

We often tell our students “you're more than a number”, meaning they have incredible qualities that are difficult to measure in a standardized manner. Creativity and grit are a few of these tricky to quantify metrics. Now, it’s not only Indiana students who have amazing, unmeasurable talents, our educators do too. And one there is one that was particularly evident during the 2019-2020 school year - determination. Specifically, a determination to educate their students whether the learning environment was the classroom or home.

Check out the graphic below showing the support PATINS/ICAM staff have provided this school year. While you’re looking at it, please remember, behind each number is a determined Indiana educator:

A general educator from College Park Elementary in MSD of Pike Township who attended the “Accessibility in Canvas and Beyond” webinar by Jena Fahlbush benefited from having another perspective - “Seeing examples of a screen reader helped me so much. I realized I was unknowingly doing so many things that would make learning more difficult for a student with low vision. After the session, I was able to make fast, easy fixes that will make learning more accessible. I also learned many tips and tricks to help students with hearing impairments or language needs as well.”

A special educator from Binford Elementary School in Monroe County Community School Corporation who can spend her time more efficiently after learning about new, free tools at Jessica Conrad’s “I Love Data 2” training - “I am so excited about Google Data Studio!! I cannot tell you how many hours I have spent trying to pull multiple pieces together into easy-to-read graphs/charts. Game changer!”

A cost-conscious instructional coach at an elementary in Elwood Community School Corporation who attended “DIY Fidgets & Sensory Tools to Enhance Continuous Learning” with Bev Sharritt, Jena Fahlbush, Katie Taylor, Kelli Suding, and Lisa Benfield - “I love these easy, affordable ideas that teachers can easily create at home for student use.”

Note: Indiana public/charter school employees can request any of the above trainings at no-cost.


Indiana Educator Reach by the PATINS Project 2019-2020

  • 1,000+ Tech Expo registrants: PATINS/ICAM staff, with the assistance of IN*SOURCE, swiftly pivoted to a new platform due to COVID-19 and successfully held the first ever, virtual Tech Expo 2020! Also, in November we hosted over 400 attendees at our 2-day Access to Education 2019 conference.
  • 6,044 Training participants: The passion Indiana educators have for providing all students access to the curriculum is unmatched as evidenced by the outstanding turnout at our no-cost trainings this school year.
  • 73% Indiana public and charter schools reached: The PATINS Project has served seventy-three percent of Indiana school corporations and forty-two percent of Indiana preschool through grade 12 schools this year. Our small, dedicated staff goes to great lengths to deliver high-quality technical assistance to meet the access needs of all students through Assistive Technology, Accessible Educational Materials, and Universal Design for Learning.
  • 10,600+ Material and assistance requests fulfilled: Need to trial an assistive technology device? Have a question about Accessible Educational Materials (AEM)? Looking for information on the Universal Design for Learning framework? PATINS/ICAM staff are Indiana educators' go-to resource for improving access to the curriculum which leads to increased literacy skills.

Are you an educator behind one of these numbers? Tell us about your experience in the comment section below.

Want to be a part of the Indiana educators making education accessible in 2020-2021? Here are a few ways to get started:

  • Apply by July 31, 2020 to be one of the Indiana school corporations in our next AEMing for Achievement grant cohort.
  • Register for the first ever virtual Access to Education 2020! ($100 for 2 days, $50 for a single day)
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Feb
21

#ThrowbackThursday - Look at the Past & Future

#WayBackWednesday, #ThrowbackThursday, and the #10YearChallenge are opportunities for us to peek back into history. I love seeing these types of posts because it reminds me how small changes in the past lead to impressive results in the future.

Have you read the PATINS Project’s fascinating origin story yet? I recently did. It's amazing that as I was learning my ABCs & 123s in a small, Cincinnati school, many dedicated educators were setting the foundation for the PATINS Project to bring access to all students one state away. Have a #ThrowbackThursday party of your own and take a look at Glenda’s 2016 post about the history of the PATINS Project.

After reading it, I realized that PATINS/Staff as a whole, both past & present, are forward thinkers. No idea is too simple or too outlandish. Never have I heard, “We do it that way because that’s how it’s always been done.” New ideas are met with “Tell me more!” This is a rare quality to find organization-wide and it has led to successful initiatives like the AEMing for Achievement grant.

Forward thinkers don’t rest on their laurels, so what does PATINS have in store for you in the future?

In early April, we’ll be hosting the PATINS Tech Expo 2019 in partnership with IN*SOURCE with vendors and non-profits from around the nation sharing the latest educational tools and support services. Before you talk yourself out of it due to cost or time commitment, there is no cost... and it is only one day off your calendar. Trust me, the resources you gain will help your students ten-fold.

Furthermore, we’ll be releasing videos like Success Stories featuring students and surprising dedicated educators with Starfish Awards. Maybe you’ll recognize some of these fellow Hoosiers!

Did you see we added a new Extended Chat option for #PatinsIcam Twitter Chat? If you can’t meet us at 8:30 PM EST on Tuesdays, now you have the rest of the week to join the conversation.

As always our Specialists & ICAM staff members are updating their trainings to include topics important to stakeholders and our Lending Library is consistently updated with the latest and greatest tools for you to borrow.

Signing up for our monthly eNewsletter is the easiest way to stay up to date with everything new at PATINS.

Now, I ask you to reflect. How have our services shaped your district, school, students, or even you over the years? What do you hope to see from PATINS in the future? Comment to let us know. :)

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May
19

The Timely Manner

a digital watch in black and white

"TIME
"  ...the indefinite continued process of existence and events in the past, present, and future regarded as a whole.   

Yes, I looked up the definition.  I had a couple of reasons and you're right again, the first was in a desperate attempt to understand how in the world it was possible that NINE other PATINS bloggers had beautifully taken their rotation already and the arrow points directly at me again!  If you haven't already read the previous 9 wonderfully written blogs by the PATINS Coordinators, you're missing out on a wisdom that I'm confident you won't find elsewhere.  I started this blog process in hopes that you might gain some insight into the brilliant minds of the PATINS Coordinators. However, I admit that I was promptly put in my place, week after week, as every single one of them have posted nothing less than magic in the form of words.  I've personally been inspired by each of them.  

Second: my limited and rapidly transfiguring attention was recently drawn, by a colleague, toward a conversation that was happening online.  A question was posed online to the world of "us" regarding "Timely Manner."  My colleague and I experienced very different INITIAL reactions to this question posed online and I want to talk about that a bit, because I think the same sort of variety in reactions likely exist in the field.  

From my professional perspective, the majority of the time, "timely manner" typically refers to Accessible Educational Materials and more specifically WHEN those materials arrive to the end user (the student).  Of course, Timely Manner also applies to other services and assistive technology.  The IDEA mentions "timely manner" several times, and gets as specific as stating, "...accessible formats are provided those materials in a timely manner, the SEA must ensure that all public agencies take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials."  In Indiana, our Article 7 makes some similarly nondescript statements about "Timely Manner," which do provide some level of guidance, but lack a certain desired specificity.  Allow me to explain.  

There can frequently be many steps and people involved in getting services, materials, supplies, or assistive technologies to a student, once the need has been determined.  Many potential roadblocks exist, which can cause the "Timely Delivery" of said services or items to possibly be delayed.  This brings up the question, "how much delay is too much and how much is acceptable/unavoidable?"  

Again, only dealing with the Accessible Materials subsection of "Timely Manner," our Indiana Article 7 refers to "Reasonable Steps."  511 IAC 7-36-7...

(h) For purposes of this section, "timely manner" means that a public agency will take all reasonable steps to ensure that students who need print instructional materials in accessible formats are provided those materials at the same time as other students receive instructional materials. Reasonable steps include, but are not limited to, the following: 
(1) Requiring publishers or other contractors to, at a minimum, provide the National Instructional Materials Access Center (NIMAC) with electronic files containing the content of the print instructional materials using the National Instructional Materials Accessibility Standard (NIMAS). Such files must be provided to the NIMAC with sufficient time, according to policies and procedures established by the department of education, to ensure that students requiring accessible formats receive the instructional materials at the same time as other students receive the instructional materials. 
(2) Having a means of acquiring print instructional materials in accessible formats according to policies and procedures established by the department of education, including for students who transfer into the public agency after the start of the school year. 
Reasonable steps would not include withholding print instructional materials from other students until print instructional materials in accessible formats are available. 

The very next portion of our Article 7 states something of DEEP importance

(i) Nothing in this section relieves a public agency of its responsibility to ensure that the following students, who need print instructional materials in accessible formats, receive those materials in a timely manner: 
(1) A student who is not a student with a print disability as defined in 511 IAC 7-32-93. 
(2) A student who needs print instructional materials that cannot be produced from NIMAS files. 

THAT... my friends, essentially means that ANY student, regardless of a "Print Disability" presence, has a right to receive materials that are accessible to them in a "Timely Manner!"  Yes, you read that correctly, I'm no lawyer, but that reads pretty clearly to me, that even students who do not have a print disability MAY need Accessible Materials, they MAY not qualify for materials derived from NIMAS files, and they have a right to them in a "Timely Manner!"  

While that certainly can be as tall of an order as it sounds like, it is actually very doable with the right processes, policies, procedures, workflow, and training.  It DOES NOT, however, just happen on it's own.  At this point, I'd like to mention two things: 

AEM Collaboration Day 2017 Participants1. The PATINS AEMing for Achievement Grant.  This is a year-long collaboration between your entire district (represented by a small team) and PATINS-ICAM staff.  This 15-16 school year had 8 teams and we JUST finished up on Friday with a day of collaboration and sharing successes and struggles of the year and I honestly tell you that it's the most inspirational day of my whole year!  Incredible!  Success stories of student's lives literally changing for the better evidenced in video and data.  ANYWAY... I will be posting the application for NEXT YEAR's district teams THIS WEEK!  The purpose of this grant is EXACTLY what I stated above; to assist your district with the the right processes, policies, procedures, workflow, and training to ensure that ALL STUDENTS have the materials they need in a "Timely Manner."  Regardless of where you feel your district is now, we can help you to get this tall order accomplished over the next school year.  We've done it. 

2.  I've been upfront up to this point that I'm really only talking about "Timely Manner" as it refers to AEM, both in IDEA and Article 7.  However, I want to deviate just a bit here and I'll be blunt and direct.  One COULD deliver Accessible Materials in a "Timely Manner," (at the same time as peers receive their materials) BUT, there may still be a mountainous problem!  MANY times, those materials in specialized formats REQUIRE some technology or Assistive Technology before they can be used at all!  So, they MAY be "Accessible," but at that point, they are NOT USABLE!  This brings up a whole new level of policies, procedures and workflow around the coincidental delivery of tech or assistive tech, also in a "Timely Manner!"  

While the concept of time is both abstract and relative, it is of great importance to students waiting for the materials and/or technology they need to level the playing field, to close the achievement gap!  The unit of measure we must use for this is that of the same time when other students receive their materials and/or technologies.  However, we KNOW that there can often be a greater number of obstacles in the way when we're talking about specialized materials, services, and technologies.  This means that there must be a systematic process in place, which means that policies, procedures, and workflow, must be established and adhered to.  Long story short... it doesn't just happen on it's own or by chance.  

...and, YES, for those keeping track of such things, this posting IS 4 days LATE and YES it is a posting about "TIMELY MANNER."  ... oh, the irony.  My apologies.
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Dec
23

The One Gift All Educators Need This Year

At the end of October, I start to see gift guides for anyone and everyone in our lives such as “The Ultimutt Holiday Gift Guide” or “Your Dad Doesn’t Need Another Tie - 20 Unique Ideas.” While I love exchanging thoughtful gifts with family and friends, there is one gift I am valuing more each year - time. Specifically, time to engage in hobbies, time to learn a new skill, time to learn a language, and even time to be bored once in a while. 

As educators, we know time is a critical resource. It is always at the top of my speech-language pathologist (SLP) wish list. Alas, we cannot wrap up time and top it with a bow to give to colleagues, but we can gain more of it. This year, more than others, time has been at a premium encouraging me to find creative ways to get everything done. I’ve compiled five reflection questions which have proven helpful to me in gathering up more time. I hope you find these helpful too. 

  • Am I inventing things to do? I heard this on a podcast and it stopped me in my tracks. (I wish I could remember which one to give credit!) As educators, we may think “Of course, everything I am doing directly benefits my students.” While I have no doubt we all have the best intention of doing right by our students, there may be a more efficient way to approach certain tasks. For example, as a SLP, did I really need to laminate every speech therapy material? Absolutely not! I could create or find digital materials, print one time use visuals, or use a page protector. I saved hours each week by freeing myself from the unreliable laminating machine and directed this new found time into analyzing data for better educational reports as well as leading to a better work life balance. A major win for me and for my students!
  • Can I “outsource” part of my work? The students on my caseload very much preferred receiving a pass from the office rather than having me picking them up from their classroom. Nothing hurts your “cool” factor more than a random lady breaking up gym time with your buddies. This left me creating hundreds of paper passes each year until I outsourced this work. In lieu of a study hall, some students were “pass runners” for the office staff during a class period. These helpful students were more than happy to cut the passes for me and one of them even offered to laminate a bunch for me so I could reuse them, saving me even more time!
  • What can I automate? Automation is huge in the business world right now. It is one of the main reasons Amazon can get items to your doorstep in two days. Educators can reap the benefits of automation right now with technology readily available on your devices. Do you need to send reminder emails for IEP meetings? Do you need to collect data and send daily/weekly communications to parents? Do you need to speed up the calculation process for progress reports? Automate it all! If you’re not sure where to start, reach out to PATINS Specialists for ideas on how to optimize your work day.
  • How often do I need to check my email/phone? Did you know it is estimated that every time we stop a task to check our email or phone, it can take us roughly 25 minutes to refocus on the task? (View the study “No Task Left Behind? Examining the Nature of Fragmented Work.”) That’s why a seemingly simple task can end up taking us three times longer than originally planned. Also consider this scenario, if you check your work email from bed, on your way out the door, or in the car and then decide you need to be at work to focus on answering it, you are devoting twice as much time to the email reply. To combat these pernicious time wasting habits, dedicate a few times a day when you check your email and voicemail. It’s important this is not the first thing you check though. You want to get your most important tasks on your to do list completed at the beginning of the work day. This new habit has been a game changer for me!
  • How many things can I actually get done in a day? Two. I have averaged it out, and I can get two major tasks done in one day. If I try to do 3 or more tasks, usually I am working overtime or it’s not done well. This realization has been both shocking and empowering. Shocking since I originally estimated I could get five to ten tasks done each day. Two sounds like a low number yet, think about if you completed an entire language evaluation, reported all grades, or developed lessons for the entire week or month in one sitting. Those all require major time commitments and are often completed in smaller chunks throughout time. This information was also empowering because the knowledge of this causes me to be “choosier” about the tasks I agree to and reminds me to reflect again on question one above. Plus, when I happen to get more than two things done, I feel super accomplished!

I believe it goes without saying that the demands placed on educators this year has stretched our time thin. However, we are the only ones who can give ourselves more time. I hope the reflection questions posed help you gather up chunks of time by eliminating, “outsourcing”, and automating tasks to do what you do best - teach Indiana students!

I would love to hear your thoughts on how you might approach your work after reflecting on the five questions above. Is there anything you plan to do differently? Are there any other ways you give yourself the gift of time that I did not mention?

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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Mar
07

...always allow it to teach you

sculpture of a human figure seated cross-legged with hands on knees and a spider plant in a blue pot behind
For several years now, I’ve felt it critical to maintain the notion that, “ I am in charge of and responsible for my own happiness.” In that vein, I’ve spent considerable time and analysis in writing a condensed list of the things that, “Truly Make Daniel Happy.” Along with this list, I have used this as an opportunity to catch myself from blaming others for any unhappiness I might be experiencing. I generally felt pretty good about all of this and would probably say that it offered a solid sense of hope and direction. It can be quite vulnerable to create a genuinely honest list like this, and I was proud of it.

More recently, however, I had someone I strongly respect pose the following question to me, which really challenged my thinking in a way I’d not dealt with before; 

“If your “happy list” were to be considered your list of goals or objectives for the year, what criteria would your Annual Performance Review consist of, and what would your overall performance rating or score for the year be? 

Whoa! What a challenging question! I was rather proud of having identified and listed the things that genuinely make me happy. I hadn’t even considered rating myself on achieving them! Then again, I have worked with educators on writing, supporting, and measuring annual student goals for the past 26 years! Indeed, what would my "happy list" annual performance review look like and how had I never even thought about measuring success on it? Further, if I knew I was going to have an honest performance review at the end of the year on my "happy list items," would it change my actions, or how I used that list as my map/compass during the rest of the year? …most definitely so! 

During that very same week, I came across a student in my evening welding class at Ivy Tech, who was talking with the instructor about the leather-work he does. This caught my attention quickly because this particular student is still in high school. He’s 17 years old, he’s taking evening welding classes, often until after 10pm, and he’s a leather-worker for fun! How cool! I often hear that work ethic, drive, and discipline are lacking in today's youth, but I've come across so many high school students and young adults lately who, quite honestly, have far more of those characteristics than I had as a high school student! I believe it's important to point these students out, support them, and learn from them anytime we can!

photo of the back of a welding a student walking away the point of view, in a welding lab consisting of six or more gas cylinders, welding machines and booths.
About a week before meeting this welding peer of mine, my wife had let me know that the wallet I’d previous gotten her as a gift, was starting to fall apart. Here, I found myself with a young, driven, focused leather-working high school student! It was like a perfect storm of events coming together, so I asked him if he’d consider making a new wallet for my wife. Long story a little bit shorter, Jack produced, with progress pictures and questions about customization during the process, an incredible piece of leather art that I excitedly presented to my wife for Christmas as her new wallet.

Photo of a hand hold up the corner of a piece of leather photo of leather being dyed blue

photo of finished leather wallet attached to car key

As if I wasn't already sure, it was now confirmed that this young leather-working, welding, high school student wasn't quite the same as a lot of other high school students and it was about this time that I asked if he'd consider being a part of my next turn to blog; I was interested in what motivates him, what makes him happy, what drives him to be more, better, different, and satisfied. Specifically, I asked him what he thought about school up through his 17 years and what advice he might offer to other younger students. Jack's somewhat quiet and, in my opinion, very humble, so it took a little bit of convincing... and it is my pleasure and honor to welcome Jack, who is wise beyond his years, to the PATINS Ponders Blog! 

High School photo of Jack with white sweater and gray hat
"Never let school get in the way of an education, but always allow it to teach you"

That is a quote from my grandfather, a teacher, that I've found a lot of value in. Personally, I've experienced frustrations around school, as most students do. However, in creating and keeping a balance of several factors, I've been able to avoid having those frustrations get in the way of my education.

Finding something to do that you truly enjoy works better if you're the only one involved. For example;
Finding an activity that you can gradually get better at, can increase your aptitude, and also feed your desire to learn! This is because when school and homework are the only things you do between periods of nothing and spending time on your phone, you're putting yourself in a regressive environment of learning. When you're actively doing or learning something else, it takes you off of your phone and can give you an important break/rest period from focusing on school work. Rest is a critical part of getting better at anything. Once things are learned and taken in, you will find new ways to relate school and work to what you actually enjoy doing more, which can keep you more engaged in everything! Personally, I've found a handful of things to be critically beneficial in my life so far; awareness of time, self-care in the form of sleep/rest, working for money even if it's not your ideal job, allowing myself to read purely for pleasure, and staying focused on the expectations that your teachers and bosses have for you, even if you see little or no value in them at that moment.  

Let's consider picking up a new skill, activity, or hobby. I was drawn to and decided to pursue creating items from leather. To be able to do that, I needed material and I needed equipment, so I needed money. Entering the workforce is something that has filled my time, allows me important connections with others, and is a motivation to strive for excellence in something aside from school. When time is filled throughout the day and evening with meaningful tasks, school work can begin to take on new importance as one may start to see and truly value the limited hours in a day. It can help keep you aware of minutes and on your toes about how you're spending your time. Spending a significant amount of money on something, like your hobby or other passion, is going to keep the motivation cycle going, growing, and evolving into even more dedication, discipline, and eventual pay-off! Another activity that helped me a significant amount was finding a book I liked,
that I didn't have to write about or relate to school at all. Once I started reading my book it made me want to finish my schoolwork as soon as possible so that I could, instead, read my book. Establishing a personal bedtime for yourself is another valuable time management and motivation strategy. Even if the established bedtime hinders schoolwork progression, making that routine a priority proved better, for me, in the long run. With all this being said, one of the worst ways to waste your time in early life is to be negligent about and around school. There are very important opportunities that present themselves at school, but they aren't always obvious. There is bound to be someone in or out of the school system to help you if you present yourself as willing to work and open to help and as someone eager to do well and achieve what is expected from school, even when it's not easy or the most preferred activity.

Clearly not all young adults these days are lacking in discipline, strategies, work ethic, or motivation! In fact, the humans like Jack that I've been fortunate enough to cross paths with over the years have always taught me important lessons, because I always try to remain as open as possible to "not letting education get in the way of
allowing others to teach me!" In fact, I'll be completely honest, I've peeked around my welding booth more than once to ask Jack what settings or techniques he's using on the night's assignment!

Often, the best teachers are continually learning as much from their students, as their students are hoping to learn from the teacher. It's this sort of 2-way street, mutual respect, and shared learning that can truly lead to the most inclusive of learning environments. It's an aspect of Universal Design for Learning (UDL) that is sometimes easily missed because it's abstract. It's not something we can concretely feel, see, or hear, and it takes a definite vulnerability to embrace. It is, however, very much related to the first and most critical element of UDL... engagement. Remember that without engagement, the other two critical elements of UDL (presentation and expression) are rather irrelevant!

AND... those elements of happiness, success, focus, and engagement that you've identified and deemed critical to your learning spaces; hold yourselves and your students accountable for them! Hold Annual Performance Reviews on them! What data or evidence will be needed to support the annual review of them?

Allow, request, and even fully rely on the PATINS teams to support you in that very way, so that you can support the students you are sharing learning within your daily world. Call on the PATINS Specialists. Utilize our Lending Library. Request Accessible Educational Materials. Implement and support a student reading with their ears, for pleasure as Jack describes, to increase motivation and engagement in academics! Consider coming to our annual Tech Expo on April 20! Registration is open! Register for any/all of our scheduled trainings! Our services to Indiana public educators is always at no cost to you! We're here to help! 


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Mar
23

A Preview of PATINS Tech Expo 2023 with IN*SOURCE

Tech-Expo-2023-thumbnail Tech Expo 2023 PATINS Project with IN*SOURCE logo with tablets and robot on table.

The PATINS Project Tech Expo has been a banner event for Indiana educators and families eager to learn about assistive and accessible technologies and services to promote inclusion in the classroom for all students. This coming April 2023 will be our sixth year in partnership with IN*SOURCE!

You can expect 50 exhibitors in the Exhibit Hall which will be available for attendees to chat with from 9 am to 3 pm. View the Preliminary Exhibitor List to help you plan out your day. The final list will be available the week of March 27! 

In addition to the Exhibit Hall, attendees have the opportunity for in depth learning from a choice of 20 presentations held throughout the day. You can see the Schedule at a Glance now. Enjoy sessions from Apple Education, Microsoft and Texthelp, plus many more awesome products, services, and organizations!

For resources for blind/low vision, there are presentations hosted by CViConnect, EYE can see, Inc, HIMS, Inc, Mountain View Low Vision

For Augmentative and Alternative Communication (AAC) resources, plan to attend sessions by Forbes AAC, Tobii Dynavox, PRC-Saltillo. 

If you are looking for disability resources for families, head to the MassMutual, AWS Foundation, Inc, and IEP Technical Assistance Resource Center offerings.

These are only a handful of the awesome presentations on the schedule!

I know it can be difficult for educators to leave the school for a day. Your time at the expo will be well spent. Not only will you gain valuable resource connections and ideas for creating an accessible environment for your students, it is also a no-cost way to earn up to 4 Professional Growth Points (PGPs)!

PATINS Tech Expo 2023 with IN*SOURCE will be entirely in person in Carmel, Indiana. There is free parking onsite!

Be sure to act fast! Registration for a no-cost closes March 29, 2023 at midnight. We hope to see you there!

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Dec
08

Growing From Setbacks and Creating Our Culture



Audio Version of this Blog
 (14 minutes)

About 15 adult students in a classroom setting looking at their books with Bryce in the back row looking toward the table.
This past July, during the Friday evening portion of the weekend’s beginner motorcycle class I was teaching, a young man in the back of the room introduced himself as having gone to high school with my oldest daughter. He mentioned how smart she was and that she’d often helped him with his homework. From that point forward, I kept a very close eye on this lad! 

Bryce on a motorcycle during beginner rider class making a left curve

I quickly realized that the student I was closely watching was highly driven, positive, and eager! He was also almost constantly smiling! It turned out he was an outstanding student who wasn’t shy to ask questions and readily accepted coaching. He passed the class and then anxiously volunteered for the first-ever Adventure Bike Class in Indiana, which ended up including a three-hour drive each way for him, more than three inches of snow, and the unfortunate cancellation a couple of hours into the class! Nevertheless, his genuine positivity and smile persisted. I knew then, that I needed to know more about this young man; his past, his education, and the source of his passion for life. 

6 Adventure Type motorcycles covered in snow with a trailer in the background

More recently, I’ve heard from more than a handful of educators who’ve shared feelings that I’d associate with overwhelm, stress, and even despair. If our educators are feeling this, their students are likely feeling some of that as well. To feel things differently, we often have to do things differently, and that can take some extreme bravery. So, I reached out to this young motorcycle student of mine and asked if he’d consider sharing pieces of himself as my guest blogger this week! 

Bryce Beharry standing with his mother and father outside of his high school wearing his cap and gown, all smiling with his mother kissing his cheek

In life, perceived failures, can quickly stop us in our tracks and knock us onto the ground. Whether it’s making a poor grade in school, a bad business decision, dropping your bike, feeling judged, or disrespected by others. These sorts of negative instances in our life can easily push us to give up. I’m Bryce Beharry, and at twenty years old I own my own business and work very closely with the CEO of another business. Every day I help other people market their companies and products to the world. I’ve experienced many hurdles and successes in both my own life, and in the lives of my clients. The one thing I notice the most is that my clients who have seemingly fallen the most, have now succeeded the most! That’s exciting to me! As people, we can learn from setbacks or we can allow them to discourage us. We must stay true to ourselves and our values, instead of always conforming to what might be expected. 

School wasn’t easy for me. High school was particularly not easy for me. Nevertheless, It was 2020, my senior year of high school, and I planned to make this year the best yet. I was almost done in my hometown and headed to college, I thought! Little did I know that in just a couple of months, my life path would be flipped inside out and upside down! I often hung around with the “popular” crowd to get through high school, and at the time I thought it was a great thing! It felt good… for a while, anyway.  I seemingly had plenty of friends and activities to go to all the time. We had some great times and did some things I probably wouldn’t put on my resumé. I remember feeling like I never wanted those days to end. That was until I woke up one day and realized how much of an outcast I actually was within this group of “friends.” No one else seemed to think about things like I did, or even had similar interests or passions. I eventually got tired of going to parties and talking about the same things over and over again. What were we doing? How did I just realize that we do the exact same thing, day in and day out, and we actually do little to better ourselves or to help someone else? I decided to change my life that very day. I didn’t want to follow the path I was headed down. I couldn’t waste another four years partying away my life at college and likely getting a degree I didn’t really want or need. I started trying to find other people who thought about life in similar ways to me. This would become one of my first major hurdles and it sent me on a wild goose chase. I wouldn’t catch my goose for another two years, however. 

I started researching how one might start a business; the ins and outs of the business world. I scoured the internet for hours, read with my eyes and my ears and I auditorily processed all the podcasts I could find. I eventually found what I thought was my dream and I was going after it! I needed to get out of high school as fast as possible, so I put my head down and got to work. I talked with my teachers and counselor and we set up a plan. I was determined to graduate early, which was not going to be an easy feat. A few long, hard months later, I graduated a semester early and had a 16-week head start on the world! 

At eighteen years old, I had a high school diploma, a total of $500, and a dream to be a fashion designer.  I found out pretty quickly, however, that the market was oversaturated and I would need to rethink my path. This would become the second major hurdle between me and what I’d thought was my dream. I paused my plans to start a business and I got a job working for someone else. I saved some money and I started reading books with my eyes and my ears by successful businessmen and trying to glean their secrets. For $15 a pop, I could access the minds of some of the most successful people in the world. After two years of minimum wage factory work and reading all I could get my eyes and my ears on, I created a custom apparel company of my own and I made my first few thousand dollars. I was on top of the world at first! As my perspective widened, however, I realized the amount of time and work I was putting in, wasn’t even close to being compensated by the small profit I was making. I still wasn’t happy. In fact, I felt quite deflated again. I had worked so hard and my company was failing. I felt lost in life, again, and was planning on going back to college for something I didn’t really want to do; because that’s what people do, right? 

In my heart, I was a designer and an entrepreneur. I had been telling myself that every day, confident I could keep my eyes on the prize. Sadly, that hope dwindled, until I received a text from my now business partner. He had heard about some race shirts I designed and created before closing my custom apparel shop and he wanted to work with me! He offered me a job, and even though it would be a pay cut even from the little I had been making, and somewhat of a wild card, I had a feeling that this position represented a more solid bridge toward my passion for business and design and I accepted it. In my first year there, we tripled profits together! My dreams of being a graphic designer and Chief Operating Officer were being reinforced heavily and it was certainly something I loved and was passionate about! I still wasn’t a business owner, but I got to go to work excited most days and enjoyed thinking of ways to grow the business in creative ways! I loved everything about that! 

I think it’s important to look back and realize that the obstacles and failures in life were also experiences that helped me to grow, reshape, retool and lead me to my dream job at only 20 years old. I am still overcoming obstacles, as we all are faced with, and learning life lessons that I hope to pass along to others as they hit walls of their own. I have a daily routine at my company. I ask myself and all of my employees, “what is your dream?” I also ask them, “specifically, what are you doing today to make yourself better than yesterday?” Without fail, each one of my employees tells me confidently exactly what they want, who they are, and what they’re doing today to be better! We have created this as a culture at my company. One that encourages perceived failure as an opportunity to learn and develop! We encourage shot-in-the-dark-ideas, and frequently try to evaluate our current situation from wildly different angles!

At 20 years old, I have grown and overcome so much! In the last 1000 words, I attempted to sum up the absolute rollercoaster the last 2 years of my life have been. Without a doubt, I left out some of my triumphs and failures but I hope the general idea comes across. I made some wild decisions, but I was driven by passion. I believe my determination, drive, and passion primarily come from my father. He came from Trinidad to the United States, to be with my mom. It was a whole different world for him but he was determined to make his dreams a reality. Whether I felt he was always the best dad or not, he definitely taught me from a young age to follow my dreams. He always expected hard work from me and he always had the best advice. He taught me how to speak to people and how to never give up. Without my dad, I’d probably be a senior in college, about to get a really expensive piece of paper, that I really had no passion or plan to utilize. 

People often ask what made me go into debt over a business that didn’t see success any time soon. My answer is always consistent. We typically interact with children and we ask what they want to be. We hear things like, “astronauts,” or “princesses,” and we might chuckle a little and decide to enjoy youth for what it is! I find that a majority of the clients and people I talk to every day have set limits on their dreams because someone said they couldn’t accomplish them or they didn’t think they were capable. In other words, their perceived failures and negativity in their lives weren’t treated as opportunities for growth and instead served to crush their creativity and hopes. We don’t see that in young children at all. Most people aren’t necessarily at total fault for limiting others, as they were limited themselves. They might be giving you the best they have at the time and sadly that might come from insecurities from their own failures being projected onto your dreams. Find the kid in you and don’t let anyone or yourself say you can’t do it, because I can name so many people that did something that was “impossible.”

If I had to pick one lesson from my last couple of years, it would probably all come back to the concept of being the coffee bean, as the speaker and author Damon West states. If we think about life as a boiling hot pot of water, we might be carrots, eggs, or coffee beans! The carrot sinks to the bottom and gives in to its environment, becoming ever softer until it disintegrates. The egg starts off in boiling water going through failures and challenges over time and creates a hard emotionless depression inside but covers it up with a hard outer persona to hide the inside. The coffee bean, however, changes the water to coffee! These types of people go through life’s perceived failures and challenges with different outlook. Coffee beans change their environment! Inspect the culture of your home, your classroom, your building, and your office. What do you notice? In many of my client's companies, I see people being carrots and eggs! Be a leader by example in all aspects of your life! Being a leader isn’t a title you’re given. When you lead by example others look at you and follow your footsteps or they run out of fear because they’re not ready to be a coffee bean! Examine your core values as you’re becoming a coffee bean. What are the things that you value? What does your work team value? What do your home and your family value? Try to exemplify those values everywhere you go, every time you speak, and every time you plan your day when you wake up! 

As I try to be a coffee bean myself, I do some things that a lot of people are not super excited about. I know I am an extremely lazy person if I let myself be. I would love to lay in bed most days, but I don’t. I often start my day at 4am and end it at 10pm. I make myself stick to this schedule as it is the most productive way of life for my path right now. Whether it’s working in the gym, the office, or in my own relationships, it is important that I stay working. I know this about myself. This lesson is one of the primary reasons I am doing what I love doing right now, at 20 years old. Entrepreneurs and intrapreneurs aren’t the only people that need to know how to be a coffee bean, however. Your students, your kids, and your staff deserve the best example possible! Don’t become the softened carrot or the hardened egg by your perceived failures or by the negativity around you. Exemplify for your learners, that those failures are stepping stones and that we grow the most by embracing them as such! 

PATINS logo and hyperlink to the PATINS website homepage

We can embrace failure in education in hundreds of ways every single day! Realizations that one size usually doesn’t fit all learners in our classrooms, potentially trialing many different Assistive Technologies from the PATINS Lending Library,  acquiring Accessible Formats of instructional materials from the Indiana Center for Accessible Materials (ICAM), and requesting technical assistance, training, consultations meeting, and professional development from the PATINS Specialists are all productive, no-cost ways to learn, grow, and change the culture around you! PATINS is eager to provide Indiana schools with Technical Assistance (TA). If you are seeking TA with/from PATINS, please fill out the IDOE TA Request Form to get your TA Request fulfilled.

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Mar
15

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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Mar
24

Did You Miss Us? Tech Expo 2022 is In-Person!

Did You Miss Us? Tech Expo 2022 is In-Person! Teacher and student smiling at one another. Tech Expo 2022 PATINS Project with IN*SOURCE. April 14, Carmel IN.

Almost one year to the date, I wrote the blog “PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!” about our second virtual Tech Expo. Fortunately, we are back 100% in-person in Carmel, Indiana for PATINS Tech Expo 2022. We are excited to partner with IN*SOURCE for the fifth time!! It’s quite apparent over 400 of you are looking forward to hands-on time with assistive technology, face-to-face conversations with resource organizations, and fun and networking too!

The presentation schedule has been set with 20 excellent sessions from knowledgeable experts, including representatives from Apple, Don Johnston, Inc (makers of Snap&Read, Co:Writer, uPar), Texthelp, Microsoft, and many more! All sessions will show you how to boost accessibility in your classroom without adding more to your plate and provide valuable information to share with parents/families about their child’s future. Nearly all presentations tie into a big topic for educators - literacy!

In addition to the presentations, there are over 40 exhibitors available throughout the day! They will answer your questions, provide resources for supporting Indiana students both in and out of the classroom, and introduce you to their transformational products and services. Attendees will not want to miss the live Exhibit Hall to find out how to win educational door prizes from our generous donors!

Check out the presentation Schedule-At-A-Glance and Exhibit Hall List now.

There is still plenty of time in the school year to make an impact on that one student who needs better access to communicate, read, write, and/or socialize. Tech Expo 2022 is the spot to find your a-ha solutions.

Only two week’s left to register for a no-cost ticket. This includes free parking and complimentary breakfast and lunch, plus you can earn up to four Professional Growth Points (PGPs)/Contact Hours for attending.

I hope to see you on April 14 in Carmel, IN!


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Mar
25

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates! Tech Expo PATINS Project with IN*SOURCE. Virtual 2021. Students and teacher using assistive technology.

Around this time last year, you pivoted with us to the first ever virtual PATINS Tech Expo with IN*SOURCE allowing us to ensure the health and safety of everyone, while also bringing you high quality presentations, resources, and time for connection. It still amazes me how quickly everyone -- attendees, presenters, PATINS/ICAM staff -- adapted for a successful event!

As I am currently writing this, a small part of me is waiting for the frantic rush to get everything into place for the second virtual PATINS Tech Expo 2021 with IN*SOURCE like last year. I have checked my to-do lists many times, communicated with presenters/exhibitors, and assigned duties to our top-notch PATINS/ICAM and IN*SOURCE staff. Everything is running on schedule and humming along nicely for April 15, 2021. (Knock on wood!) What’s left to do? Get excited!

PATINS Tech Expo 2021 with IN*SOURCE has new and improved features and extra perks for the virtual event! With a record number of presentation submissions, we have added 4 additional sessions from amazing organizations dedicated to support students. That’s 24 presentations to choose from to earn up to four Professional Growth Points (PGPs)! Due to popular demand, we have divided the sessions into strands to help you determine the best presentation agenda for you. The strands are:

  • Access
  • Advocacy and Social/Emotional Services
  • Communication
  • Deaf/Hard of Hearing and Blind/Low Vision
  • Literacy
  • Tech Tools 

Your time is limited and valuable, which may make it tricky to choose only 4 sessions. Even if you are not sure if you can fully commit to attending live, we encourage you to register for no-cost to receive access to presentation/exhibitor information as well as presentation session summary videos for the opportunity to earn up to two more PGPs!

A major upgrade for the 2021 event is the opportunity for attendees to speak with exhibitors live! There are currently close to 50 organizations eager to share their transformational products and services with Indiana administrators, educators, pre-service teachers, families, and advocates. So even if you only have 10-15 minutes to drop in, visit the Exhibitors to learn about products and services which can support your students’ academic, communication, and social/emotional skills.

I hope to see your name come through on our registration list before April 12, 2021 when the form closes.

If you would like to start the Tech Expo 2021 celebrations early with us, download and use one of these free themed virtual backgrounds on your upcoming video conferencing meetings!


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  2557 Hits
Mar
11

Accessible Materials & Competent Authority: A Step Closer to Equity & Access in 2021

In October of 2006, I was an assistive technology (AT) coordinator with PATINS and just four months into the job! As if the world of AT and Universal Design for Learning wasn't overwhelming enough to a new PATINS Coordinator, fresh out of the Intense Interventions classroom, I was about to be tossed head-first into the world of Accessible Educational Materials (AEM) as well! With help from Jeff Bond, I started the NIMAS and Digital Rights Managers (DRM) Podcast on October 6, 2006, when the Indiana Center for Accessible Materials (ICAM) was officially opened to the state of Indiana.

The ICAM was created that October of 2006, to support Indiana Local Education Agencies (LEAs) in meeting the
National Instructional Materials Accessibility Standards (NIMAS) Regulations of the IDEA 2004. Provisions in this federal mandate require state and local education agencies to ensure that printed textbooks and related core instructional materials are provided to students with documented print disabilities in accessible formats in a timely manner. This was a huge step forward for access in that it was, essentially, the federal and state governments acknowledging that specialized formats of the same content was a necessary accommodation and that denying access to information because of a disability was a civil rights issue! While we were all beyond excited for this, we also saw the "fine print" that limited who could serve as a competent authority to qualify students with print disabilities, in order to receive these specialized formats. It was right then, that many of us committed to doing whatever it took to expand this! The first thing that the ICAM did was to develop our old Form 4, which helped, but most certainly did not alleviate the barrier.

During the 15 years since October of 2006, through thousands of conversations, demonstrations, and pleading, we've arrived at another milestone in accessible materials! Given the timing of my turn to blog again combined with the deeply important and impactful changes to who can certify students as qualified to receive Accessible Educational Materials derived from NIMAS files, I'm confident there is no better guest blogger for me this week, than our very own ICAM team of Jeff Bond, Sandy Stabenfeldt, and Martha Hammond!

"The ICAM under the guidance of the Chafee Amendment identifies the print disabilities as: Blind/Low Vision; Orthopedic Disabilities and Reading Disability resulting from Organic dysfunction.

In the cases of Blind/Low vision and Orthopedic disabilities, the qualifications have always been straightforward. In order to qualify to receive K-12 textbooks and core instructional materials in accessible formats rendered from NIMAS files, the student must have: (1) an Individualized Educational Plan (IEP); and (2) a certification of a print disability, by a certified Competent Authority (CA), on file with the school district. A CA is defined to include doctors of medicine, doctors of osteopathy, ophthalmologists, optometrists, registered nurses, therapists, professional staff of hospitals, institutions, and public or welfare agencies (e.g. social workers, counselors, rehabilitation teachers, and superintendents).

However, it was determined by the National Library Service (NLS) of the Library of Congress that Reading Disabilities from Organic dysfunction, dyslexia being the most frequently identified of this group, could best be confirmed by a doctor of medicine or a doctor of osteopathy. When the ICAM was created it was decided it would follow the NIMAS law as written. Still, the requirement for a doctor’s signature has historically been a barrier to receiving Accessible Educational Materials (AEM) for many students. This has also been an obstacle for the ICAM, because our goal from the beginning has been to provide AEM to any student who needs it. 

The ICAM is ecstatic to announce that a change has been made. On February 12, 2021, the National Library Service (NLS) published the regulations that go along with the Library of Congress Technical Corrections Act of 2019. In addition to expanding the list of persons who may certify a student’s eligibility for accessible formats, the Library of Congress removed the requirement for certification by a medical doctor for those with reading disabilities. Educators, school psychologists, and certified reading specialists are now among the professionals authorized to certify students with reading disabilities. These guidelines have been revised to align with changes to copyright made by the Marrakesh Treaty Implementation Act (MTIA).

This is a profound procedural change, so it is not surprising that there has already been some confusion on how to interpret the law. So allow us to emphasize:

There is no change to the eligibility requirements. The student must have an IEP.  The presence of a print disability is still a Case Conference determination. The change is who may certify reading disabilities resulting from organic dysfunction. 

ICAM/IERC NIMAS Form 4 may now be signed by TOR, school psychologist or reading specialist. The ICAM has created a guide to provide clarification of the AEM process for the Case Conference Committee and is intended for use during the IEP meeting, please refer to this guide for additional support.

The last year has been a difficult one for students and for educators. Let’s celebrate this move forward together by providing paths to literacy for more students! Please contact the ICAM staff with any questions concerning this important policy change, or any AEM-related queries you may have, moving forward.

Learning is like rowing upstream: not to advance is to drop back. – Chinese proverb"

Big Thanks to our own ICAM team and the work that's gone into this already and all of the work that will continue as we strive to get accessible materials to ALL of the students who need them!
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May
05

Making Sense of the New Dyslexia Bill

Last summer, Indiana House Bill 1108 also known as the “Dyslexia Bill”, moved through the House and the Senate then was passed into law by a simple majority. As it was introduced, the bill was worded with directives that were specific and strong. Then amendments were filed and it seemed to me that the explicit language had been removed, so by final passage the bill sounded vague and watered down. I have had conversations with some of you, in this vein, and now I would like to modify that view and explain how my position has evolved.

In Section I, dyslexia is generally defined. The definition is not all-inclusive, but it is solid.

Then, Section 2:

If an education service center offers in-service training or other teacher training programs, the education service center may offer courses for teachers on dyslexia screening and appropriate interventions, including courses relating to a structured literacy approach that is systematic, explicit, multisensory, and phonetic.

I found it curious that the authors of the bill addressed service centers first. Why not go directly to the classroom? Well, the service centers are a very good path into the classroom. It states that the education service center may offer courses, so ask for them. Member schools administrators should contact your service centers and request trainings, on screening, classroom accommodations, and specialized instruction, for dyslexia.

Be sure to request courses that provide instruction that is systematic, explicit, multisensory, and phonetic. Because after over 40 years of documented, replicated, published research by the NIH, we know these elements are the backbone of effective reading instruction for those who struggle with learning to read by traditional methods.

Next, Section 3 provides:

A teacher preparation program shall include content within the curriculum that prepares teacher candidates to recognize that a student who is not progressing at a normal rate related to reading may need to be referred to the school's multidisciplinary team to determine the student's special learning needs, including learning needs related to dyslexia

This is a fundamental change. Looking back on the coursework for my teaching certification, the lack of attention given to dyslexia was striking. Now, new teachers will come in much better equipped to identify and serve students with dyslexia, as current service teachers will be leaning into their service centers for support, all to benefit the 1 in 5.

I didn’t like those phrases: “may need to be referred….” and “…related to dyslexia.” But there are other reasons for a student to fall behind in reading, like students who are English Language Learners. Or students who are experiencing family problems such as homelessness, or abuse. All need not be assigned a multidisciplinary team. Other supports may be more appropriate. Perhaps a student cannot decode words because she or he has an undetected vision impairment that could be corrected with glasses. Special education is not the solution to every problem and dyslexia is not every problem with reading. I knew that. Now I get it.

And now I see that my views were the limiting factors here. Indiana HB 1108 actually gives us much space wherein we can follow best practices for our students. 

For instance, the law does not stipulate that in order to provide interventions for dyslexia, that there must be a formal diagnosis of dyslexia. Evaluations can be quite expensive, and schools are not required at this time to pay for dyslexia screenings and diagnosis.

Let's back up a bit to review: a student with a disability is one who has been evaluated in accordance with 511 IAC Article 7, and has been determined eligible for special education and related services, by the Case Conference Committee (CCC). If the student is identified as such, this same CCC will determine which school-provided services will best meet the student’s educational needs. If the CCC agrees that the student presents a print disability, this must be indicated on the IEP. The NIMAS Regulations were added to the IDEA in 2004 for these students, specifically.

The NIMAS Regulations mandate that State and Local Education Agencies ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner. Also remember that a student with a print disability is defined as one who cannot access print in the normal manner (I don’t like that term “normal” but it is used in the NIMAS Regulations, so we reluctantly use it).

If a student has been determined to have a print disability, and is presenting 3 or more of the classic signs of dyslexia, that student is not accessing print in the normal manner, and
 the CCC may indicate the presence of a reading disability resulting from organic dysfunction on ICAM/NIMAS Form 4, and on the student’s IEP. In this category of print disability, dyslexia is the most frequently identified, and always has been. Once this determination is made and included in the IEP, the ICAM can begin to provide immediate assistance.

Typically, students with dyslexia prefer digital and audio formats, to print instructional materials. The ICAM is happy to offer two very special partnerships which we are able to share with Indiana schools.  

Learning Ally audio books are human voice recordings of more than 80,000 textbooks, popular fiction titles and classic literature. Previously known as Recording for the Blind and Dyslexic, Learning Ally produces high quality audio books that help students increase word recognition, reading comprehension, fluency, and confidence. Important features include text highlighting, audio and speed adjustments, and most recently, a growing library of titles in a combination format, called Voicetext.

Read: OutLoud by Don Johnston, Inc.is a text-to-speech screen reader that provides elements essential for struggling readers: text highlighting, options in font and background color, reading speed adjustments, and a selection of digital reading voices. Don Johnston knows firsthand how frustrating school can be for students with dyslexia, so he and his team continue to design a range of tools to level the playing field for a range of abilities. The ICAM provides the basic software.

We now know that dyslexia presents in levels, or degrees: mild, moderate, severe, profound. Students with dyslexia in the mild to moderate range may find adequate support through one or both of these tools. A student who falls in the severe-profound ranges may need more specialized instruction to go with these tools, and there may come a time when one will need a formal evaluation/diagnosis of dyslexia. However Indiana HB 1108, the NIMAS Regulations of IDEA 2004, and the ICAM can help schools help students, now.

Let’s get started!
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  4811 Hits
Jul
28

Break it… Just Break it.

collage of Daniel, laptop, guitars, motorcycles, and a truck

...Buy it broken. Accept it damaged and worn. Welcome it ripped, ragged, and rough. 


…Don’t just stand there because it works ok right now. Don’t just stand there and talk about the pieces of it that don’t work ok right now. Dive in, take it apart, try something new with it!  For Daniel’s sake, take a chance on breaking it! Here’s why...

When I literally steal a moment away from other things I should be doing to sit in the breeze to assuredly think about the things I’m truly good at; the list is definite, short, and the items on the list are unmistakably bound together with 3 common threads…

The things I feel confident other people would identify as those I’m good at are all things I’ve: 1. Had to learn out of necessity to fix something, 2. Taught myself by seeking out resources and through trial and error, 3. Were born out of deep passion. 

Not many people likely know this about me, but almost every single thing I know about computers, programming, assistive technology, motorcycles, cars, photography, welding, or music, I’ve taught myself. These things, I taught myself because I either HAD to learn to fix problems I created for myself, couldn’t afford something without pre-existing problems, or simply NEEDED to know NOW…before I could wait for someone to teach me!  

When I was 16 years old, I broke my leg playing the sport I was best at. A subsequent domino effect from this unfortunate event proved highly negative to the point I lost almost all of my friends; some of whom I’d had since kindergarten. Long story short, I could no longer march in the marching band as a snare drummer, which meant that I couldn’t be in any other bands in my high school. Devastated to have lost two of the things that I most valued, in addition to my friends, I sunk deep. I bought an old Peavey guitar with the last $150 I had from working the previous summer cutting grass. Not being able to walk, drive, or even hang out… I taught myself to play that guitar. It kept me going and the necessity to have something to keep me going required me to learn something I may not have learned otherwise. Now, playing the 6-string is a return-ticket to a place where I’m deeply rooted and can return, re-focused and recharged to some extent. 

At 17, I was so ready to have my own car. I had loved motorized and mechanical things for as long as I can remember. As a child, I remember very limited things, but I most definitely remember disassembling nearly every toy I owned.  ...taking them apart, exchanging pieces with other toys, sanding off the paint and repainting in differing colors, and sometimes never actually getting them back together. I always felt like I’d gained something though and never felt like I’d “lost” a toy. I always gained the knowledge of the inner workings of my things, which meant so much to me. It was a most certain gain that would apply positively to the next thing I took apart! I’m not so confident my mom saw it the same way as she stepped on parts and pieces of toy cars, action figures, bicycles, speakers, radios, and OUCH…legos! So, I bought my first truck for $700 with money I’d earned by tagging successfully hunted deer at the local sporting goods store in my small town. You’d be accurate in thinking it needed a lot of work.  …work I had no real idea how to do and parts I didn’t have and couldn’t afford. Long story short, I got really good at searching salvage yards, applying-sanding-painting bondo, and shifting that manual 4-cylinder in such a way that I could limit it’s back-firing, which would cause me undue attention in that little red truck that could. 

When I bought my very first computer in 2000 (yes, just 16 years ago), I pushed that poor laptop to do things that nearly made it blow smoke and cry… which in turn caused it to have issues that required me to blow smoke and cry! I spent MANY late nights learning coding and writing script to fix the problems with my Windows 98 installation that I didn’t have a disc to fix and couldn’t afford to buy. I was literally eating macaroni and cheese 4 nights a week out of a Frisbee with the same plastic fork. I had a special education degree to finish and well …that computer simply HAD to live and I was the only surgeon on call!

The same is true about photography (which I learned DURING the professional transition from film to digital), website building (back when we had to do it all in html code), and both riding and maintaining motorcycles. 

Almost everything I know on a deep-understanding, passionate, and highly confident level with regard to all of those things...is self-taught for the reason that I HAD to fix things, learn things, try things, rebuild things, redesign things, and seek resources. These were (and still are) problems that I mostly made for myself. But many kiddos are not permitted the opportunity to create situations for themselves which require such trial and error type of learning. We have been taught to set them up for success, which isn’t entirely bad! But…

While this may sound a bit silly to some, I feel there's no better, deeper, more comprehensive or true way to learn something.  …to fully KNOW something in a way that you feel confident in pushing it to it’s potential, than to experience breaking it …and subsequently repairing it, seeking resources, improving it, redesigning it, and ultimately gaining OWNERSHIP of experiential knowledge. 

This is one area I think we often may fail our students. We care about our students and we want to protect them and keep the space in which they exist safe and secure.  In doing so, we sometimes limit their space to ‘existence,’ which is not the same as ‘living.’ While I’d never advocate for creating an unsafe environment for a student, I undoubtedly feel that without allowing them the dignity of risk to fail, frustrate, and re-build, we are plainly denying them the opportunity to truly and deeply KNOW a thing at it’s core measure.   

We CAN offer that opportunity to students in a way that props up curiosity and DEEP understanding of THINGS in a way that is secure and encouraging!  We can! …and in doing this, we encourage independent people! I recently heard a speaker say something that nearly made my eyes too wet… “We don't have to TEACH kids CURIOSITY...they came to us that way. We have to NOT siphon it out of them!” Thanks @goursos. 

We have to focus more on the result of the 27th re-build, when they finally “get it” and it works, than the 26 times we stepped on Legos, thought about the cost of dis-assembled ‘things,’ or placed our own value of whole-things over the value of BREAKING IT and learning to re-create, improve, re-design, rebuild that’s so essential to our job of building independent little individuals. Independent and proud little faces ONLY ever result from allowing the dignity of risk, which can require a difficult transformation of philosophy about what’s best for learners. 

I’d go so far as to say that many education professionals have denied themselves or have been denied through a variety of reasons, the same opportunity to explore something, potentially break it, and subsequently truly LEARN it by having to re-construct it. Many who’ve heard me speak probably know my “just jump in the shark tank” philosophy.” If you don’t, just ask me sometime. I like to share. 

Likely through a combination of policy, fear, and conditioning, many educators may feel discouraged from pushing anything to it’s limit without the confidence of being reinforced, propped up, and encouraged to struggle through repairing it.   

When we consider the weight and prominence of “HIGH EXPECTATIONS” and “SHARED RESPONSIBILITY” for ALL STUDENTS set forth for us in both ESSA and the November 2015 Dear Colleague Letter, I feel strongly that we often have had safety goggles on when we should have been sporting binoculars, microscopes, and welding helmets! To arrive at achievement levels beyond what we currently are experiencing, we MUST value the dignity of risk in being the reinforcement for teachers to TEACH DIFFERENTLY, and for students to LEARN DIFFERENTLY, which might require rebuilding and redesigning, and we MUST value the opportunity for ALL of our students to feel absolute pride in THEIR confident stride toward independence through temporary downfall and subsequent, necessary, and repeated rebuilding! 

It is only through this process of experiential acquisition of knowledge with an authentic purpose or audience, that one becomes an “expert learner,” which should be the ultimate goal of what we are trying to achieve through all educational experiences. The task, the tools, and the method can be counted on to evolve. Those things will not be the same in 5-10 years, I promise. The desire, passion, and experiences to be an ever-growing LEARNER is what separates existence from living. 

So…Twist the throttle until something smokes. Smash the brakes until traction is temporarily lost. Take something apart solely for the purpose of knowing how it works in order to put it back together BETTER. Sit on the floor and just look at something that works OK as it is and IMAGINE what it COULD BE if you took off panel A  and B and moved some things around between the two compartments or found a totally new component to install. Or …Just simply take it apart, look at the pieces, put it back together exactly as it was….and truly KNOW how it works. 

PATINS has parts and pieces. We have passionate people who want to support your journey.  We have high-fives, encouragement, strategies, data, opportunities to push expectations for yourself and for your students. In fact, THIS is WHY WE are here…we’ve taken ourselves and the things around us apart and we’ve arrived HERE to support you during your experiential road-trip. …just find one of us and say, “watch this….”  We’ll be there. Break it.  


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Jun
29

My Quest for Gold

It’s time for another blog entry and after posting my previous one it got me thinking about what I do.  I moved from the PATINS Central Site Coordinator position that I held for 17 years to become the ICAM (Indiana Center for Accessible Materials) Technology Coordinator just less than a year ago.  It has been a year of learning the details of what happens when a student qualifies for digital print materials and how we get it to them.  As a site coordinator I would troubleshoot with the Digital Rights Managers as how to use the technology they needed to open files like NIMAS, ePubs, PDF, etc. for use with their students.  My current position offers me the opportunity to get the digital content from the publishers, the NIMAC (National Instructional Materials Accessibility Center), Learning Ally among other sources.  I also process orders and still offer technical assistance when needed, which is often, but hey that’s the job and I like a good challenge now and then.

If you read my first post, “Mimi, would you read this to me?” you know my confession, but more importantly it was about how crucial it is for children especially young children to be read to.

Sometimes things come full circle and I’ll explain.  We had a family vacation not long ago to the Outer Banks of North Carolina.  We have been there 4 times before and last year my wife thought it would be worth trying an audiobook for the drive so she downloaded the first chapter of The Girl with the Dragon Tattoo.  I’ll be honest again, but driving through the mountains of Virginia at night and trying to concentrate on the road was much more than I had in mind.  Needless to say it was over before chapter two.  She wanted to try it again this year, but had planned to do a couple of chapters when the stress of driving was minimal.  Together we worked at logging on to our local library, downloading the Overdrive app on her iPhone and selecting an audiobook.  The process was relatively easy.  The audiobook that we chose was The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics by Daniel James Brown.  Once on our way and traffic tolerable, we popped the auxiliary jack into her phone and started with the Preface.  I have always enjoyed sports through participation or observing, but never thought of just listening to what was being described.  For the first time in a long time it was enjoyable.  The anticipation of the next chapter was figuratively and literally just around the corner.  We listened to half of book on the way there and the other half on the way back.  I know what you’re thinking, why did you wait a whole week to finish the book?  Again, it was anticipation for me.  It was something to look forward to during the boring part of the drive.

I opened this blog with what my job description is in a nutshell, but this experience was one that the students with a print disability and even those that don’t experience every day.  It was a glimpse for me to walk in their shoes if only through one book and to really feel what I have been a part of over so many years had come to fruition. 

There are many “tools” for supporting access to digital content and selecting one or two might seem like a daunting task, but the PATINS Project and ICAM staff can help with making that easier with the right background information.  It’s not your quest for gold, but it is for your students.

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