Feb
14

A Reading & Writing App from me to you!

Pink & read M&M candies in heart shape.This Valentine is better than candy!

When I became a PATINS Specialist I was introduced to the annual Assistive Technology Industry Association (ATIA) conference. I go here to learn all things assistive technology (AT). I learn so many great things every year. I want to pass one of them on to you this time in my blog. Being the Secondary Age Specific Learning Disabilities (SLD) specialist for PATINS allows me to introduce auditory reading/text to speech technology and writing supports like voice to text and word prediction to so many Indiana educators and their students. This powerful combination can be the difference between a graduation certificate and a diploma for students with learning or cognitive disabilities. They are capable of so much when they are properly supported. There are many great solutions out there. The correct one for each student depends on their environment and task

Claro SoftwareHere is a new option, ClaroSoftware. ClaroSoftware includes the following apps: ClaroRead for PC, ClaroRead for Mac, ClaroRead for Chromebook, as well as iPad, iPhone, and Android Apps. ClaroRead for Chromebook comes free with both ClaroRead for PC or Mac. This is great if a student uses different devices in different settings. ClaroRead for Chromebook can also be purchased on its own, however, it is not as powerful as ClaroRead for PC or Mac.  Here is a quick comparison of the PC and Mac versions. 

ClaroSoftware is different in another way. I know that it is all about the student and the tools, but sometimes it comes down to....Hand writing COST in blue marker across the screen.
The pricing structure includes a version where the app can be purchased for a one time cost. No subscription, just like when we downloaded software to specific computers for specific students. Now don't go thinking I've changed! I still think it should be on every computer for every student. That's best practice and also increases the likelihood of the students that have to use it, doing so. Now that I have said that, the pricing options across the board are pretty great too! 

More great reading & writing solutions:
TextHelp - Read&Write, Snapverter, Equatio, Fluency Tutor, WriQ, Browsealoud 
DonJohnston - Snap&Read, Co:Writer, and First Author

If this wasn't the valentine you wanted from me, here's another! Baby Shark Valentine
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Jan
10

Teacher, Wash Your Face

Thanks for sharing the lies you used to believe and found a way to dismiss, Rach! Have you heard of Rachel Hollis? She published a book this year that has gone viral called, “Girl, Wash Your Face: Stop Believing the Lies About Who You Are So You Can Become Who You Were Meant to Be.” Have you read it? If you haven’t, I recommend the great and easy read!

Katie holding Girl, Wash Your Face book.

Now, it's our turn to share and help others dismiss the voice inside their head. One lie that I used to believe for a long time is the one regarding age. Growing up we all experienced those moments when our parents told us, "You can when you're older," or "You’ll understand when you're older". Leaving you to always long for just the right moment “when you're old enough” for whatever it is.

Now that I am older, it has morphed in my professional career that has left me longing until “I have enough experience to write that book, or present on that topic, or to do exactly what I think I have always been meant to do". Always being told that you need to “put in your dues” and then it will be your turn. Suddenly, I realized that I am longing to do the things of the “experienced” and waiting for “someone” to tell me “it's time”. Do you find yourself waiting for permission or asking for someone else’s approval for that gutsy move to get ahead in your career? One of Rachel Hollis’ quotes from the book is,


“No one can tell you how big your dreams can be.”

We all seem to care a little too much about what others are going to say. The truth is if we wait for these moments, we may be waiting our whole lives. Another favorite quote:

“Someone else’s opinion of you is none of your business.”

So, what have you been waiting to do?

Maybe you have been waiting to integrate Universal Design for Learning (UDL) and technology into your classroom or program? PATINS Specialists are standing by for your email or call for on-site consultation and our *no cost* PATINS Tech Expo is coming up on April 4th to help connect you with the right tools, know-how, and inspiration to make your ideas a reality! Your time is now! Don’t wait to contact us and let us know how we can support you today! {Free Registration for Tech Expo opens soon!}

Don’t forget to like, comment and share this blog and the Tech Expo with your fellow teachers!

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Oct
18

Time Machine Moments in Education

The setting was an educational psychology class at Ball State University, the time was sometime in the early 1990s. I eagerly anticipated my masterpiece, a million-page research paper on the brand new fundamentals of why including kids with special needs in the general education was so important. I had been working on the paper for months. I can still hear the click clack click of the Brother Electric Typewriter I borrowed from my roommate to complete the task. I knew it was an incredible paper. I could feel it in my bones. No matter what some professors or teachers from the past might say about my multiple choice test taking skills, I have always prided myself in being able to convey information through writing.

The moment of truth arrived, and my paper was passed back. The score, written on the cover page in a slash of red, was less than enthralling. My mind raced. I had been so confident that my message was clear, my content so developed, my avant-garde approach to education so stunning that my teacher would be showcasing my paper in front of the class...not slipping it to me as he walked by.

red pen markups on a typed paper


I flipped furiously through the pages to find the culprit. On the first seven thousand pages, only a hint of the red color came in the form of agreement, encouragement or an occasional probing question designed to make my preservice mind churn. The last page, however, was a sea of red - waves crashing all over the bibliography I had to include per the rubric. MLA style was absolutely not my friend. All of my innovative ideas and passion took a back burner to something I had been taught but had not learned.

As a person who has been in the field of education for a long time, I feel like part of the overall job is never to stop learning. Ever. It is part of what we preach, and part of what we should do. However, continuing to learn new things and expanding horizons often comes with a price. A price I like to call, “Time Machine Moments,” or TMM for those of us who love acronyms.

To be specific, Time Machine Moments refer to when directly after learning something new or better one thinks, “I wish I had a time machine so I could go back and teach that again.” This does not mean that there is anything wrong with what I taught, especially taking into consideration what I knew then. I did what I did at the time, because it was what I knew and I always tried my best for students.

I also do not want anyone to confuse these moments with regret. I refuse to beat myself up for not knowing about or having the resources to do something. I can be aware of the fact that I always got marked down in college for MLA or APA citing style issues, and as a result I could spend time being furious that I did not have a tool like Snap&Read Universal that actually generates the citing mistake free. I could react by either shaking my fists to the sky, screaming, “WHY?!” OR teach students to use the tool, sparing them from the defeat of turning in a fabulous paper marked down by something ambiguous to most students.

When I speak to teachers across the state about writing tools and devices, a frequent reaction held by the attendees is one of frustration. The response to the Livescribe Note-Taking pen is almost always, “Where was that when I was in college?’’ The response to APA, MLA or Chicago style citing tools is one of disbelief. Is it possible that so many people with so many good ideas might have missed an opportunity to shine due to a technicality? My philosophy on when we introduce text readers or word prediction software with auditory feedback to children is in the same vein. How many years did I drill decoding into a student who wanted to read Harry Potter? A text reader with a highlighting tool would have allowed the student to be reinforced of the words and text while auditorily reading on a level of extreme interest. The way to get better at reading is to...you guessed it...READ. Bring me that time machine now!

How many students would I have helped if I had been figuring out a way to get original ideas out of them instead of asking them to do something technical that was not the point? Traditional teaching models I used were good for some students, but truly figuring out what would have helped them discover inner brilliance would have been the best gift I could have given them.

Time machine selector pointing to present
There will always be time machine moments for educators. There will always be an advancement that will make a teacher run for a “Back to the Future” type Delorian and start wildly punching in dates. I think the thing that balances it out, however, is having an open mind in the present. Being innovative and outside of the traditional teacher comfort zone is what it is all about.


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Sep
12

When Life Overlaps (With More Life)


two teen girls jumping on a trampoline at the Sharritt's farm
Have you ever felt stretched in more directions than you ever felt possible? This summer was a season of challenging and unexpected beginnings for me, which is kinda funny because in my last PATINS blog, I used the phrase “bring on the possibilities!” (shakes head at 3-months-ago self). Here’s the summary of summer for specialist, flower-farmer, foster mom, and new-grandma Bev:


A challenging beginning for my full time job at PATINS was to create meaningful trainings for ALL educators for the summer of eLearning conferences, given that my specialty area is with blindness and low vision technology. Most of my participants may have one student in their whole career with this disability. I came up with “Close Your Eyes and Imagine UDL” and “Electronic Books for Elementary Students”. Check these out as fall webinars by searching the PATINS training calendar.

More and more, the boundaries of special education and regular education are dissolving into “this classroom works for everyone.” I met many educators who are doing this creative work. They enriched my specialized views with their ideas for taking accommodations traditionally available to students with blindness and low vision and considering how they could help any student.


My part-time summer job as flower farmer became both harder and easier when my Mad Farmer husband Roger, planted 20 new perennial varieties. I loved having a larger variety of textures and palettes when making bouquets, but it also increased the number of times my back had to bend to cut those beauties. We are already negotiating on limits for next year, but I’ve seen some new dirt flying in the perennial field when Roger thinks I’m not watching.

close up of black-eyed Susan flower; black center with gold narrow petals
In late June, we suddenly welcomed two foster daughters ages 11 and 12 into our house. This led to having more than one kind of cereal in our cupboard, and other oddities like an unexpected evening of putting together a trampoline as a thunderstorm approached. The trampoline
does block my view of the perennial field. The volume of life has increased for the Sharritts with this addition of both loud laments/bickering and high-pitched joy/hilarity to our lives.


With great anticipation, I awaited the title of grandma this summer with a due date for Margaret Rosemarie on August 3rd. Then in June, the news that her dad would be a working in Indianapolis, rather than Michigan, threw new possibilities and logistical challenges into the mix. My son-in-law moved in with us to start his job and look for housing (buy more cereal). We worked on squeezing in visits to our daughter while she finished her job, and waited to deliver in Lansing. Then we all waited 9 extra days for the girl while she took her sweet time to make her entrance.

September and structure are my new favorites. I’ve never been more excited for school to start. I’ll be a little sad when the frost comes and kills the zinnias--but only a little. I’d even concede that I’m looking forward to socks again. We’ve all landed softly (or continue to bounce on that trampoline!) after a chaotic summer. The heaviness of the stress when many roles overlapped, eventually found a balance with something lighter. Or I yelled for help, and someone stepped in. Or I just yelled. 

I witness educators being pulled in many directions as well. If it is a season of extremes for you, I wish for you a good team, and a willingness to look for growth in the stretching.



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Aug
29

Tea anyone?

teapot with cup and milk
I’m a tea drinker. I appreciate tea. Tea making has been called many things: a celebration, an ancient rite, refreshment for the stress of life. 


My late grandmother taught me some tea-making secrets, such as knowing that the preparation of the tea affects the taste. Traditionally, the milk was poured into the cup first, then the tea. The taste is much different when you pour the tea first and follow it with the milk.

I always enjoy watching as the tea is immersed in the water. Every inch of exposed tea is saturated. Almost magically, the water begins to change color. First, there are light amber ribbons of tea color. Soon they become larger and deeper. The water is infused with the rich brown flavor. Slowly, the water becomes something new to be savored and enjoyed.

The miracle of a cup of tea reminds me of the way the process of learning can change a life. Like the tea… knowledge, experiences, conquered tasks, access to content, enhanced senses are all part of that process that permeates the very heart of each learner. Slowly at first, growing stronger as we apply what we learn, our lives begin to change…infused with something new…something better.

This week we kicked off our 18-19 AEMing for Achievement Grant recipients, eight new Indiana school districts, as they strive to bring their respective districts into compliance and improve student performance with the assistance of PATINS.

Enjoy a cup of tea this week with me.... cheers!

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Aug
16

Transition Times

Transitional times, like back to school can bring pleasant opportunities for reflection and change.

yellow Nasturtium flowers in bloom

At my house, the Nasturtiums are in bloom. Nasturtiums are beautiful as a garnish and completely edible with both leaves and flowers giving a peppery flavor.

There are two transitional times of the year for me; the end of the school year and the beginning of the school year. Approaching the end of the school year, I always say, “ I have run out of year.” I mentally begin moving on to the next year. I reflect how the current year prepared me for the upcoming school year.

"Finish each day and be done with it. You ahve done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day. You shall begin it serenely and with too high a spirit to be encumbered with your old nonsense." - Ralph Waldo Emerson

I keep in mind this quote and set my sights on to the next year and a centralized focus. I have my goals, my hopes, and, dreams in place. If I can establish a routine, all the better. If I can schedule ahead, great. My goal is to create usable forms and personal procedures. When I do this, I can be flexible and responsive. I am a happy camper!

coffee mug with the words Happy Camper

If I start the next year all up in the air without a centralized focus, all I will have to guide me is luck and frustration.   I don’t want to live that way.

The word chaos repeated and scattered around a white background

I can only imagine that I am not unique in this. Everyone would appreciate a system that is flexible and responsive to change.


My tips on how to do this:
  • Follow a schedule to keep track of what needs doing and when. What can step aside for an immediate need but not forgotten later?
  • Annual and/or Quarterly planning
  • Monthly chunking
  • Weekly reflection
  • Daily updating
  • Pick a system that is easy to use, intuitive and fits with all the apps and software you use.
  • Use a system that will sync with all the devices you use.
  • Use a system that will provide the accommodations needed.
  • Speech to Text
  • Text to Speech
  • Searchable Handwriting Recognition
  • Handwriting Recognition to Text
  • Use of a stylus
  • Word prediction
  • Alternative keyboards
  • Sometimes free is best. MS Office (Office 365) and Google, have calendar/planner/tasks options. Look for add-ons or extensions to make them more flexible.
PATINS is a great place to find out more. The PATINS Lending Library has organizational tools available that may help. PATINS Specialists can assist with finding your focus. We can help create plans that are flexible and specific. Address your unique details related to organization and executive function. Even set up tracking systems to measure progress.

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Jun
15

Next Level Instruction With Captions


speech bubble with 3 dots indicating that text is about to appearA question we frequently get asked at PATINS is, “How can I provide captioned media and content for my students?” We’ve found unique situations within many of these requests. These range from wanting to add captions to the morning high school announcements to providing captioned media 
for a student with this accommodation written into his or her IEP. Often overlooked in each scenario is that captioning has been proven to improve attention and engagement, memory, language acquisition, vocabulary, and level of comprehension for many students, not only those requiring them (Evmenova, 2008).

Thankfully, we live in a quick-changing, digital world that provides us a variety of free tools to generate and curate quality captioned content in an effort to create inclusive, language-rich environments for all of our students.

Let’s start with ways to engage your students. Videos can be a great way to hook your students into a lesson. If you’re starting a unit on fables, try dressing as your favorite character and creating your own selfie video to introduce the new unit with apps like Clips or Cliptomatic, which have the option to automatically add captions as you speak.

Ready to dig further into your lesson? Search for closed captioned videos to support your objectives on YouTube by adjusting the filter after entering your topic. Khan Academy and Veritasium are two YouTube channels that offer captioned educational videos that you may find useful. What if you find the perfect video for your needs, but the captions are non-existant or terrible? Create a free account at amara.org to crowdsource or personally caption videos that belong to someone else.

Now it’s time to give your students feedback on their progress toward the objectives. Using Clips or Cliptomatic, you can record verbal feedback, add the clip to your Drive, grab the shared link, and add it as comment to their digital submission. For a paper assignment, you could shorten the link with a site like bitly.com or tinyurl.com and then write it on your student’s paper. Maybe your students would be amazed if you turned the link into a QR code that you print and include when you return the assignment. Now your students could scan the link with their iOS device camera or an app like QR Reader to find out what have to say about their work.

Do you have students that would benefit from live captions during your whole class instruction? In the latest version of Microsoft PowerPoint and Windows 10, you can activate live captions during your presentations or just simply bring up a blank slide and begin a “presentation” to project the captions onto your screen or wall.

Including captions as part of your daily instruction can greatly increase your students’ access to the content while supporting many functional and academic skills. Furthermore, it shows your students that you are considering and acting upon the multiple ways in which they learn and receive information. Captions are your opportunity to bump up the universal level of your instruction. Because we are here to support you, please let us know if you’d like more information on captioning or would like support with any of these tools or ideas.

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Jun
06

Summer: A Time to Create (and Eat Kohlrabi)

purple kohlrabi ready to harvest in the garden

“Beginnings. I detest them.”


This is the first line I wrote in a journal I kept for my first creative writing class in high school, circa early ‘80’s. I was sixteen, so my first inclination in reading it all these years later is to reach back in time and pat myself on my big, feathered,1981 hair and gently say, “oh honey, turn down the drama.” I was, after all, sixteen, so maybe there was only one setting.

photo of Bev's creative writing journal from 1981
In reading the whole journal entry, I sense that what I was really feeling was fear. I liked writing, and other teachers had told me that I was a good writer, but I was nervous about measuring up for Mrs. Bales, who had a powerful reputation in our school. She was known to be quirky, funny, creative, and to set the bar high. I had even heard that she arranged the desks in a circle on certain days--gasp!

She wrote back to me in the journal feedback, “beginnings can be beautiful and new!” which turned out to be true for her class, where I felt challenged and nurtured as a writer. It was also the place where the seeds were sown for my career in education. Mrs. Bales paired me with classmates who struggled with editing, and pointed out that I was good at helping them without doing it for them.

37 years later, (with much smaller hair) I’m thinking about the beginning of summer, and the beginning of my 3rd year with PATINS.

Summer starting:

  • Slicing the first kohlrabi from the garden
  • Walking through the entrance of the amusement park and deciding which roller coaster to ride first
  • Opening the first page of the book you haven’t had time to read
  • No socks for months and months ahead
  • The garage freezer is full of Klondiketwo rows of sunflower plants in the garden Bars
  • Betting with my husband on the first sunflower bloom
  • Porch swing cinematic view of an Indiana storm bowling in
Beginning a new year with PATINS:
I know in September I’ll be ready for structure again, but for now, bring on the blank pages, the possibilities, the bare feet!

outline map of Indiana with pie stickers placed where Bev has traveled for PATINS and found good pie
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Apr
25

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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Apr
20

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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Feb
28

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.

road 2125828 960 720 2
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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Feb
04

AT Team Development- Worth the time!

We just wrapped up ATIA 2018 in Orlando. There were so many wonderful sessions and so many great folks to network with. My focus was AT Team Building this year. It strikes me that the issues are the same as always and the individuals faced with solving the issues are the same groups of people. The difference in all these years is that our general knowledge has evolved as has the mass, open accessibility to tools. Maybe it is helpful that our funding is increasingly blended, too, making it more obvious that these kids are all of ours, so more folks are naturally involved in the brainstorming.

Stakeholders are all talking classroom accessibility rather than pulling a student from natural instruction to provide access on a tool so special or expensive it has to be stored in a special "AT room" with security akin to Fort Knox. Talk about leveling the playing field! The Cloud; Access to the Same Curriculum; Getting materials in Real Time; Accountability; Showing what someone Knows; Expecting Achievement; and working with General Educators have all facilitated this growth in Access and Communication. If that is not team building, then I have missed something.  

Bridge builders working together on structure

We still need framework, structure, support, training, modeling and followup as we develop this process. We need to encourage individuals with expertise to blossom, find their niche and shore up the structure for staff and student. The knight in shining armor coming in to save the day never really did work because you are still left with the issues, once the knight leaves.  

Let's work together to Level the Playing field for staff working to find solutions and support each other as we support students. In the immortal words of my daughter, "It's a marathon, not a sprint." Let's pace ourselves and dig our heels in for a lot of fun as we lope along! It is a familiar path and now we can slow down enough to welcome friends. With the tools readily available, progress can be seen fairly immediately, so this marathon can be a satisfying journey.

The PATINS website has some suggested structure to get you started. Go to the Julie Kuhn Webpage and look for AT Team Development. Also, I periodically host webinars on this topic and you can always contact me to get started on your own problem-solving and action plan!

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Jan
22

Cabin Fever

Snow, below zero wind chill, drifting, freezing temps, ice, sleet, gloomy days, hats, scarves, boots just a typical January day in Indiana. And in my part of the state add in lake effect snow. Lake effect snow is very unpredictable and is caused by winds coming from the north and sweeping over Lake Michigan and dumping inches of snow in one area. All this can be enjoyable but after a few days of wintery weather and Mother Nature calling the shots cabin fever sets in!

According to dictionary.com cabin fever is “a state characterized by anxiety, restlessness, and boredom, arising from a prolonged stay in a remote or confined place.” January 2018 has certainly provided us with numerous reasons to have cabin fever! A string of sunny days above 32 degrees becomes a wish. And that groundhog had better not see his shadow in February!
bench and bushes in a park near Lake Michigan covered in ice.
Think of our students and the cabin fever they may have experienced this winter. They for sure are ready to embrace some change. They have been stuck in the house. It really has been too cold to enjoy typical winter activities such as sledding, building a snowman or having a good snowball fight.

When you bring the definition of cabin fever into the classroom one should quickly realize that the students need some change and variety to mix things up. They need to overcome that “state characterized by anxiety, restlessness, and boredom” found in the classroom. They need to have challenges within their school day to reduce those feelings. Those students need new ways to engage them in the learning process. Learning occurs when the individual is engaged in the activity.

So, take your students minds out of cabin fever mode. Change things up a bit. Provide them the opportunity to learn. Keep them engaged. And just remember each day of winter is just one day closer to Spring!

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Julie Kuhn
Good Blog, as always, Jim! Julie
Sunday, 04 February 2018 11:59
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Dec
14

It's the Thought That Counts

a person's open hands holding a small wrapped giftbox

If you celebrate the holidays that take place this time of year, there’s a good chance gift giving is a part of that celebration.


I love to give gifts. I enjoy it even more when I think I’ve come up with something the recipient might actually like. But I usually find myself slightly stressed this time of year, and frequently at a loss when it comes to determining gifts for the people on my list.

Gift giving will be a different kind of experience for me this year. One reason for this is that my son’s family recently expanded to include three foster siblings, (2 year-old boy, 4 year-old girl & 7 year-old boy) in addition to their 18 month-old daughter.

IMG_7401-1.JPG

While I had an idea about the kind of gifts I wanted to give the them, I had no clear sense about how or where to start. I began thinking about the kids, both individually and collectively. I tried to figure out what I knew about their likes and dislikes, unique characteristics, strengths and challenges, and anything else I had come to understand about them.

I factored in the kinds of experiences I hoped my gift selections might offer, as well as elements I thought they’d value and derive maximum enjoyment from. I tried to take into consideration the physical space of their home and the general environment in which they live and play. I did a lot of Internet searching, asking friends and colleagues, and just plain contemplating.

Looking back, I realize my approach for gift decision-making wasn’t scientific or profound. Yet I also recognize the value of working through the process in the way that I did. It allowed me to identify what was most important about my gift selections.

Ah-ha! The connection.

As it turns out, my gift selection process closely resembles the process I used to go through on a regular basis when creating lesson plans as a teacher. I’d start with the general vision in mind (like the goal, standard, topic), then work through multiple layers of available information until I felt I’d reached as much clarity and discernment as possible. At that point I’d feel ready to turn plans into action.

Lesson designing was always a labor-intensive endeavor for me, as I think it is for many teachers. There is much necessary intentionality of design - planning, research, collaboration, and a great deal of deep thinking.

Deep thinking about:
  • the students - what is known as well as what’s unknown
  • the goals - what is intended, hoped for, expected, assumed
  • the obstacles - what stands in the way or threatens to impede the child or the goal

Now, as educators begin looking ahead to the implications of the Every Student Succeeds Act (ESSA) and its numerous endorsements of Universal Design for Learning (UDL), I am excited about the improved potential impact. This is because UDL guides the process for curriculum development in such a way that
all students are able to access, participate in, and enjoy rich and meaningful learning opportunities.


At the design level within UDL, potential obstacles are eliminated (or at least minimized); the learning environment is set up with everyone in mind; and students’ variability is not only acknowledged, but also honored. There are no average students, no singled-out special cases, and no exceptions to the original plan. A UDL plan for instruction is intended and designed to be fully inclusive.

The lesson design process may continue to be a fairly labor-intensive process, even with the clear principles and supportive guidelines of UDL. But I believe when we’re engaged in deep thinking about the work we do, and about the students we teach, the process will always be a sort of labor of love.

If you’re curious about UDL or ready to dive in, you can access helpful information from the PATINS’ UDL resource page located on our website. There’s even an online tool to help you create your own UDL lesson plan from scratch. Our PATINS blog, as well as our weekly #PatinsIcam Twitter Chat regularly includes great ideas and insights related to UDL. (You can read archived blogs and chats at anytime!)

Finally, whether you’re just beginning or already implementing a UDL approach in your classroom or school, we’d love to hear from you! Please contact us to share your UDL questions, experiences and expertise. We’d love to support you wherever you are in the process of ensuring access to the curriculum for all students!

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Aug
24

The Vision of the Project

Recently I helped my husband work a concrete pour. This wasn’t our first pour together, and like all the times before, we were nervous. He had already prepared the environment: cleared the building site, built the forms, bent and placed the rebar and supported the forms with clamps and stakes. We were pouring a 4-foot wall, about 100 feet long, to support the hillside and allow Tom to begin his newest building venture.

Pouring concrete is very hard physical and mental work, fast-paced, even frantic, especially if there are not enough people. One of the workers we had hired cancelled at 11:30 p.m. on the Friday night before; no time to find a replacement. So, there was the man who drove and operated the concrete truck, my husband Tom, our friend Ed, and me. This could put us in the category of “not enough people.” We talked about the stress this would put on all of us, and decided to go ahead.

For a job such as this, everyone works together as a team, yet someone has to be in charge: that person assigns the specific jobs, provides the tools needed for each job, and goes over the instructions, answers questions and invites input, then goes over the details one more time. The mental challenge is to manage what is happening in real time, to anticipate what is about to happen, and to know when to step in and help your co-workers without neglecting your own tasks.

My job was to guide the “elephant trunk”, the canvas sleeve attached to the chute which puts the concrete where it needs to go, to re-direct any spillage, and to communicate to the driver: “Hold up” or “Bring it on.”  Ed stood above the forms with a long pole which he used to tamp and shake and settle the cement as it filled the forms, and he shoveled overfill to underfilled areas. Tom followed up with the “finish work”: the screeding and floating, which levels and smooths the surface, and helped Ed and I as needed. This was roughly a 2-hour job, it seemed like 30 minutes, and we never stopped moving, from start to finish.

As it is with working concrete, so it is with the SETT Framework. Developed by Joy Zabala, the Director of Technical Assistance at the Center for Applied Special Technology, this is a valuable tool that collaborative teams may use to create the best learning environment for each student. SETT is an acronym for Student, Environment, Task and Tools, and provides an outline for the gathering of student information. This is a great starting point for designing instruction for each of your students. A friend and previous co-teacher of mine uses the SETT outline this way:  She fills in the info for each student during the first couple of weeks of school, as she is getting to know and understand each child. Then she sorts the outlines by their similarities, and this helps her determine who goes where for small group instruction. Brilliant!

The PATINS Specialists can help you determine the best tool-a.k.a. assistive technology- which will effectually fit the needs of a particular student. They can suggest software, show you hardware, and demonstrate how it is used. Maybe there is an item in the Lending Library that you would like for a student to try. And of course, the ICAM should be your first stop for specialized formats when you see a student struggling to access the curriculum. We can explain the federal mandate to provide specialized formats, describe each of those, and advise you on the requirements for obtaining specialized formats of print instructional materials and related content.

Last Saturday, Tom referred several times to the “vision of the project.” It was not just about this 4-foot wall we were pouring, it was about the tiny home that will eventually be, which will provide needed shelter for someone in a peaceful setting.

Remember the vision of your project will be realized when your students move forward on productive paths because you have created the best learning environment, have given them meaningful tasks and the tools to complete the job. This is our vision too. We are here to assist you every step of the way.

Thanks so much!
 
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Aug
09

Failing Forward

Bev Sharritt using a Braille Note Touch
As the specialist at PATINS for Blind/Low Vision, I work with Braille, and its evolving technology. In an exercise in review (and humility), I decided to type this blog on one of the Braille devices that we provide in our lending library. Here is my first line attempt:


“My blog is due throughursday so i geed to startd.”

Hmmm, probably need to brush up on my Braille skills as I head into the school year towards training sessions with teachers for the blind and their students. Definitely a wobbly ride after a summer of staying off the proverbial bike, but after a few more sentences, words were flowing more smoothly, at a creeping rate of about 25 wpm.

The device, a Braillenote Touch, is a Braille note taker created to fuse with an Android Tablet so that a student who uses Braille as a primary literacy media can access anything their sighted peers can access.

Watch me work at my speed on the device.

Watch more proficient users on the same device.

I learned to read and write Braille back in 1996 from a delightful teacher named Margaret, who had taught for many years at the Indiana School for the Blind. I struggled with e’s and i’s while writing Braille because they are mirror images of one another like b’s and d’s are in print. Margaret helpfully admonished, “You go up the hill and down to hell,” describing the orientation of the dots in “i” and “e”. I think of her every time my fingers pause at these litters, I mean, letters.

I read Braille as a visual code, rather than a tactile code, as do most sighted folks. The course I took taught the complete literary Braille code in one semester, and after this, I could read my students’ work, and compose documents on a mechanical Braille writer for them to read. It was much easier than I anticipated--mainly learning an alphabet code ala Kindergarten plus punctuation, plus 250 or so contractions (like learning stenography), but, nevertheless, accomplished in a single semester.  

If you’re looking for a fun brain challenge, the app Braille Tutor is free, and will guide a sighted user through the code. Many folks look at others using Braille as “amazing” or “inspirational”, but they just learned to read like the rest of us, one letter, word, and corrected mistake at a time. If you’ve learned all the ins and outs of that current game on your device, I’m sure you can learn Braille.

When I go back to typing in Braille, using 8 keys, my muscle memory kicks in, for the most part, but I am wretchedly slow, and the letters that were difficult for me before remain hard. It really is like riding a bike, but y’all could probably walk beside me and keep up, and I definitely should wear a helmet. Throughout my years of teaching, the more I used it, the faster and more proficient I became.

Even more than reigniting the synapses in my brain reserved for Braille, this exercise reminds me of the need to consider that the learners (students and teachers) that I’ll be working with are ready to fail and ready to achieve. As C.S. Lewis put it:

“Failures, repeated failures, are finger posts on the road to achievement. One fails forward toward success.”  

How are you setting up your learning environments for failure this year? How will you create situations where students will struggle? How will you model reframing a failure into a learning opportunity? Here’s a list of resources to spur you on to failure.

I’m going to break out the Braille device once a week. I kind of like the word “throughursday” that came out in my first attempt. Sounds like the day you need to struggle through to get to Friday.

Wishing you all a year full of epic failing forward opportunities!



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Jul
18

Death By Paperwork

"Death By Paperwork" in a creepy font and a blood splatter
First: I made it out alive. You will too.

This year I messed something up in my back, and by April it was hard to sit for more than twenty minutes at a time. Every drive, conference or meeting I was engaged for a bit and then the rest of the day was spent imitating your favorite wiggly child, trying to ease the pain. I felt terrible.

Sometimes it got better, and then it got worse. I complained. I ignored it. I tried what I knew to fix it, I asked friends for ideas. Nothing really worked.

I had enough and went to a specialist, definitely not something I was looking forward to. I hate going to the doctor. But within a few sessions, my life had changed.

It was like getting glasses in the correct prescription or wearing good shoes after years of wearing Old Navy flip flops. I didn’t know how bad it was until I experienced how my spine was meant to be.

About three years into my career I had another issue that was a major pain: paperwork.

Paperwork is like back pain. Everyone gets some, some people get more than they can handle. It comes when it’s least convenient and it will not go away if you ignore it. By the end of my third-year the IEPs, evaluations, and caseload documents piled up to my ears. It was affecting my ability to do my job and my family life. I felt terrible. If death by paperwork was a thing, it felt imminent.

I complained. I ignored it. I tried what I knew to fix it, I asked friends for ideas. Nothing really worked.

An administrator gently suggested I see some “specialists.” I did not want to admit that I was struggling to anyone, but after meeting with others who were amazing at keeping on top of it all, they gave me some ideas. They pointed out some of my mistakes, the weight that was causing the paperwork pain, and they helped me develop my paperwork treatment plan.

In less than two months, I started to feel better. My files were in order and I felt in control. By the next year, I was rocking a weekly paperwork schedule and found tools to help me streamline and automate. I was spending even more time working with kids than I was before! It was career changing. I didn’t know how good it could be.

You, dear reader, might be dealing with some pain in your career. Maybe it’s paperwork or a student on your mind who you don’t know how to reach. Maybe it’s a new tool or expectation that’s pain in your neck, and doing your job effectively seems out of reach. Maybe you complained or ignored it. You tried what you knew to fix it, you asked friends for ideas. Nothing may have worked.

If it’s related to supporting student’s access to education, we’ve got a team of specialists here to help.

It might just change your life.


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Jul
13

Summer Musings, Student Thoughts


Summer. What a great time to store up some natural vitamin D, enjoy the outdoors, and clear our minds from the doldrums and cobwebs that some of us collect during the winter months and look for renewal for the upcoming school year.


At our house, we remodeled our kitchen and, that was an undertaking! It only took three times longer than anticipated but the end result is gorgeous. One does not realize how old something is until it is updated though to be sure, my daughter did try to advise me of this for a while. I took the opportunity afforded by dust, chaos, and disarray to purge the rest of the house. This made the mayhem worse. The saving grace for me was in knowing this messiness was temporary and actually, in my relative control. We have expanded some of the renewal to include new carpeting, which should be installed next week. So it is not smooth sailing yet. Then, of course our family get together is happening before the carpet comes in so it is not “perfect”. There is a lesson in there, too. Perfect is not necessary. 

As I gear up for the 2017-2018 school year, I cannot help but reflect on the daily lives of some of our students. This is not a statement of poverty, class, background or anything else. It is just life. The issue of clutter, chaos and stability crosses all the lines. So, how does this impact our students?   

On an individual level, consider how each of us is able to focus, find things, concentrate, think, create, remember or recall in an environment where we feel we have control, or where we feel we do not. A great example of this comes to mind with the topic of homework. How can homework get done in the midst of chaos? Let alone get done effectively. What does it take to set students up for success when it comes to homework completion? We have to look at individual needs on a universal level.

If we follow the UDL principles set by CAST and follow up work at the UDL Center we have an expectation to facilitate students ability to become expert learners. How can a child and young adult be resourceful and knowledgeable; strategic and goal-directed; purposeful and motivated amidst clutter, chaos, mayhem and limited choices? I think of students with complex disabilities.  Again, the issues cross all the demographic lines. Without a voice or a way to effectively communicate, an individual is dependent on the organizational style, timelines, thought processes of those around them. I do not see how this can promote the development of expert learners.

As an occupational therapist, we look at the whole person, not just the physical aspects of disability. When I see homework not getting completed, there are usually a number of reasons and punitive measures do not seem to get better results. These other reasons can include many issues including significant/subtle learning disabilities, no adult support, poor executive functioning, and emotional issues. This is obviously not a comprehensive list, but you get the idea. Also, a question that is good to ask is “What is the purpose of the activity?” The answer to that question alone can make a big difference in focusing on critical elements of performance for a student that is useful in growing their expert learner potential. This can even be explored with seating and positioning in the classroom. Without control and confidence of one’s physical state, learning becomes the secondary focus. So, homework, in-class work, whatever the work of a student is we need to know what we are working toward universally, know the student individually, and intentionally plan upfront for all the diversity and chaos eager to learn this year!

Let’s find “techy” ways to help students find their own control and stability in a chaotic world.
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Jul
03

The Hyphen

I never quite realized why I chose a career in special education until this spring. Both of my brothers are electrical engineers and I had a math minor in college. Ending up as a special educator certainly was not my intention when I went off to college. I always would joke that I selected a profession that did not require a government clearance.

Recently, I realized that my mother influenced my career. Mom made it a priority in her life to make sure everyone was cared for, that no one was forgotten. She single handedly took care of my dad for twelve years after he had a debilitating stroke. When I would take her to doctor's appointments she would always take time and ask the doctor how they were doing almost immediately after they would ask her how she was doing. I would often just chalk up this behavior as part of her dementia.

But then it hit me. She knew exactly what she was doing by asking the doctors how they were doing. It was not related to dementia at all. At her assisted living facility I would watch her make sure that fellow residents had everything they needed at meals. She would inform nursing staff if she thought a resident needed some attention. She always had a stash of Lifesaver mints to give to residents and employees. She truly cared for everyone and in her own little way worked to make everyone's life just a little better. For 93 years she had been tossing starfish back into the ocean!

Why did I end up in the special education field? I was destined by my upbringing! I was taught to seek out starfish and return them to the ocean. When I was in the classroom I would somehow always get a challenging student or two because 'I could work with their uniqueness '. At the time I would wonder what I did to make my supervisor continually give me challenging caseloads. I know now that my caseload was based on my ability to see the starfish in everyone. We all need to find the starfish and return them one at a time to the ocean.

I am sure my mom taught me a lot of things. It has just taken me 64 years to realize how she modeled and shaped my life and career. Thanks Mom for your patience with your middle child. You threw me back into the ocean many times!

You always hear it is the hyphen or dash that really counts between your birth and death. It represents the accomplishments, both good and bad, in the course of one's life. Mom has quite a distinctive hyphen, oh the stories it could tell!

Rest In Peace, Mom
February 14, 1924 - June 17, 2017

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Julie Kuhn
Jim, this brought me to tears. How beautiful and thank you for sharing this amazing reflection. What a rich life.
Thursday, 13 July 2017 10:42
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Jun
14

"I got this."

fishing jumping from one bowl to another with the words I got this
Reflect, reflect, reflect is what my college professors used to say constantly. I always felt like I was going to lose my mind with one more forced reflection because I never understood the “why” of reflection.

If you have ever been to one of my trainings, you will know that I discuss the “why” in all that I talk about. I do feel that if we do things for a purpose because we know the meaning and relevance for ourselves, then we will most likely stay ignited in the passions we pursue or grow within the learning environment. We will want to learn. We are presented with the big picture and we can actually see it. We will apply and we will continue to remain expert learners; which in turn...can turn glazed-over eyes that look upon us in a classroom- into active, independent, engaged participants in their own learning. Our students.


I naturally reflect almost daily now as I work in education. This wasn’t an easy thing to do for myself because I am my biggest critic. Reflection makes you pause and think about the recent past and when you feel like you have failed; it’s so hard to relive in the moment because most of us just want to accept that feeling and just get away from it. However, within that pause, we can find change, we can find resolution, we can find growth.

Flower reflectionIt’s now summer time when most of us finally take that moment and reflect over the entire year. If you are like me, do not only reflect as your own biggest critic; but also as your own biggest fan. Look back at the awesome things you have accomplished, the changes you have made, the lives you have touched and the laughter that you may have sparked. Grow within those awesome moments and pack up the feelings of failures, learn from them and become a stronger, better teacher because of them.  

As you take some much needed time off this summer and begin the planning of the new school year, consider adding reflection into your days, weeks, months...not only for you, but for your students. Explain the “why.”  In thinking of Universal Design for Learning (UDL) principles of engagement and action and expression, here are some examples for fun and engaging ways to incorporate reflection into your classroom:

  • Tools such as Padlet for weekly reflections to share.
  • Try using the app One Second Everyday from the first day of school until the last to create a virtual diary by taking one picture each day. The app quickly makes a video contemplation of your entire school year. What a fun way for students to reflect and to share!
  • Consider using furtureme.org to email the “future you” for goals to yourself or for your students. However, there are many good ways to use this free online tool.  

Relax and enjoy your summer.  When the moment comes to get back into the swing of things, pause...look at yourself and repeat, “I got this.”

PATINS staff has got your back also. Contact us anytime.  

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