Mar
12

Sunrise or Sunset?

Is it a sunrise or a sunset, it is all in your perspective.

It is with a heavy heart that I am writing to tell you all that I will be leaving the PATINS Project. I have accepted a position as a Various Exceptionalities/Exceptional Students Educator for Largo Middle School of Pinellas County Schools. 

beach clouds dawn dusk

It is my time with PATINS that has influenced my desire to return to the classroom. When I left Seymour in 2012, school corporations were on the brink of large changes. These changes would affect both the general and special needs classrooms. With PATINS I have seen 1 to 1 computers. The explosion of the iPad as an accessible, multifaceted AT device. I have seen renewed desire to provide all students with the least restrictive environment. Classrooms are more diverse. Options for graduation are diversifying and with that a renewed interest in how schools transition students into society. With technology, so many more students are able to receive accommodations where they once would only receive modifications. Differentiation is becoming Specially Designed Instruction and Universally Designed Instruction is on the cusp of becoming the norm.


With my PATINS experience I found myself wondering what kind of teacher I would be today. I am excited to find out by going back into public schools to teach, support and lead others in these practices.

Thank you for the insight and hope for greater things that you have given me. If it were not for the exposure and experience of working with Indiana’s exceptional educators, I would not be returning to public education. These experiences along with the fellowship and exceptional intellect of my peers has made me capable and hungry to share these skills with students.

Thank you all!
Sandi Smith










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Mar
06

Literacy, Performance, and Well-Being: Realizing Reading, Writing, and Accommodations!

Each year, about this time, educators all over Indiana are likely feeling drained, pressured, overwhelmed, and perhaps worried! I hear so much about state assessment and preparing for it, how it throws off schedules and routines, and how everyone in the building is a bit on-edge. I understand that feeling! I struggle a bit, however, with some of the reasons we allow it to occur. While we don't have a choice in many aspects of high-stakes assessment, we do have a lot of control over the other majority of the school year, which most certainly has an effect on the relatively short assessment portion! 

The things that come to mind are the concepts of literacy, of testing anxiety, and of the general well-being of people. The PATINS Project has a laser-like focus on improving literacy in Indiana PK-12 schools and in order to achieve that, we had to define literacy, which is where my struggles around high-stakes testing anxiety likely begins. The dedicated, passionate, and skilled PATINS team chooses to recognize and actively support the International Literacy Association's definition of literacy: 

"Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. The ability to read, write, and communicate connects people to one another and empowers them to achieve things they never thought possible. Communication and connection are the basis of who we are and how we live together and interact with the world."

With this definition in mind, the PATINS staff meets every single week as a team to share, collaborate, and ensure that everything we're doing maintains a strong focus on improving literacy outcomes! While this intentional and deliberate focal point of our work is fairly recent, our services have always centered around literacy. I was reminded of this recently when I was asked about an old (2009) article that had been written about me as a classroom teacher, which you can find here, for some additional reading! 


Daniel as a first year teacher playing guitar for students.
Back in 2001, I decided it was time to leave the business I'd started. I had spent the previous 4 years establishing a system of working with very young students on the autism spectrum and had experienced some great success. While a very difficult decision, what I really wanted to experience was my very own classroom of students on a daily basis. So, I took a teaching position in a K-6 classroom with students identified as having "moderate - severe disabilities."  

When I arrived, eager and enthusiastic, I received a warm welcome, but I also received some advice about my students-to-be. I was told that they were non-readers and non-writers and that I would be using a lot of pictures and symbols. Not knowing my students, yet and also realizing that I hadn't ever had any real reading instruction in college, I took this advice. Not only did I take this advice, but I plastered by classroom with pictures I printed out and with symbols of all sorts! Schedules, social cues, tasks related to IEP goals... all pictures and symbols! I covered a 10' X 6' board with tempo-loop and laminated and velcro'd until my poor, raw, aching fingers nearly bled! We used these in my classroom day-in and day-out! 

a sample of Daniels classroom schedule in all text
While I realized that I was no expert in reading and really had no formal training in the science of teaching others to read, I also understood behavior and I understood fairly well, how learners often perceived things differently in their learning environment. I remember sitting back in my chair at the end of one school day, frustrated that my students were paying textbook rental for books that were inaccessible to them, that I wasn't able to work on writing (composing) with my students, and I looked across the room at my giant tempo-loop schedule. I looked at the symbols and it suddenly hit me that some of them, very much, resembled short words from that distance. It stood to reason then, that if that symbol resembled a word and my students were recognizing the meaning of it daily, perhaps they could just recognize words! ...And they DID! What I also very quickly realized and made all of my paraprofessionals and parents aware of, was that my students were not "reading" phonetically. They were recognizing symbols. However, these symbols they were recognizing were now far more functional in the real world than most abstract, stick-figure symbols, that I had to teach the meaning of anyway. Nevertheless, I knew that my students needed more, if they were to become readers (and writers). 

At this point, I implemented a systematic phonics program, but I also implemented word-prediction! Not really knowing how to teach phonemes, nor understanding reading science at the time, I did realize that by removing the barrier of spelling (with word-prediction software), that I could very quickly begin experiencing the ideas, reflections, and questions that were in my student's creative minds! ...thoughts that I often wondered if anyone else ever knew was even in there!  ...stuff we'd never heard come from these kids verbally, that was coming out in writing, because now they could compose without the impasse of spelling or physical handwriting!  Another amazing thing with word-prediction was that my students could hear the computer read their sentence back after they'd punctuated it, which effectively improved their self-editing and perhaps more importantly opened my mind to the powerful idea of them reading with their ears, and thus began text to speech in my classroom for all students, all of the time. They became VERY good and implementing it for themselves when they needed it and choosing to read with their eyes at times when they did not need it. They began leaving my classroom and joining their general education peers for more and more academics, for arts, and music, and on the weekends for birthday parties!  

As a result, I also worked out that text and language could be fun, engaging, and musical! We played with my guitar and made up words to made up songs and then wrote them down and discussed them, revised them, and laughed! Yes, we laughed! We had fun with language. We went from using stick-figure symbols to having fun with language.  

I look back and recognize this successful and fun 4-year experience in my classroom as a culmination of having high expectations, implementing assistive technology and accessible materials, and having FUN! ...also known as engagement!

Circling back, I wonder why more case conference committees aren't checking the boxes on the IEP that asks if Assistive Technology (AT) or Accessible Educational Materials (AEM) are needed when those two things can lead to such unthought-of outcomes, often at little or no cost. I wonder why, in many places, schedules change and test prep becomes such a focus that the stress and anxiety actually shows on the faces of educators. At the time, my students wouldn't have been permitted to use many of their accommodations on the state's high stakes test, BUT I can guarantee they still would have done better on those assessments with me providing them all year long until then!  

In summary, if you ever find yourself in an IEP meeting and those two questions about Assistive Technology and Accessible Educational Materials aren't deeply discussed, I:  
  1. Encourage you to borrow items to trial (at no cost to you whatsoever) from the PATINS Lending Library.  
  2. Challenge you to initiate those discussions about AT and AEM in the IEP meeting. 
  3. Contact PATINS Staff, even during the meeting, for more information, consultation, and support on AT and AEM! 
  4. Implement something new with ALL of your students THIS NEXT week! It doesn't have to be in an IEP and you don't have to be an expert to try something new! 
  5. Reach out to the PATINS Specialists for specific training and support! 
  6. Come to the (no cost) PATINS Tech Expo on April 9th, to make yourself even more aware of some of the tools, resources, and strategies that are available!  
Photo of Daniel riding a stick unicorn in a literacy phoneme game       Word Play Root Matrix of word parts and phonemes


















Be brave this week... take a deep breath, think about literacy a little more broadly and try to have fun with your students doing something for at least a few minutes every day! It's OK to laugh with them! ...and, I'll leave you with this one fun literacy-based idea. I recently took part, as a volunteer, in a silly activity with respected educational colleagues from around the world called, "Unicorn Poop." Yes, you read that correctly. In this game, I was part of a team, "riding" on a stick-unicorn from one side of the room to the other in order to scoop a plastic spoonful of unicorn poop (skittles candy) and bring it back to my teammate who was making a new word and conveying it to our "teacher" allowing me to claim the unicorn poop on our side of the room! We ended up losing the game by only a half of a spoonful of poop, but I ended up learning so much about teaching reading instruction in the process. We didn't spend any time on letter recognition or even individual sounds. We put BIG words together by practicing understanding of smaller phonemes!
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Feb
26

#Dyslexia: Celebrating Those Beautiful Brains

IMG_1557-2 Beautiful Brain Sticker
I read an audiobook a few weeks ago by Jonathan Mooney titled Normal Sucks: How to Live, Learn, and Thrive Outside the Lines. Jonathan was identified with dyslexia and ADHD (attention deficit hyperactivity disorder) when he was a kid and did not learn to read until he was 12 years old. He writes with a hilarious twist of confessions and speaks about the uniqueness of learners. Jonathan leaves the message that instead of trying to fix these students...let’s empower them to be successful in their own way.

He shares after being sent to the office due to some choices he made and his mom was called to come to his school, “I had crossed that invisible line between the normal and the not normal, which we all know is there. Though we aren’t quite sure where it is all of the time, or who drew it, or how, or why. At that moment, I knew for sure that whatever normal was, I wasn’t it.”

I am constantly meeting and working with new students who have been identified with dyslexia. I am tasked with the privilege to explore with them ways that they may learn and ways they can feel empowered in their own learning. I often get to see their new learning journey with assistive technology accommodations such as text-to-speech, word prediction, speech-to-text, etc. to keep them from getting further behind in school. Each time I am with a student, they teach me something new which makes me a better educator. I am so thankful.

When meeting new students, I have to create relationships very quickly. This often begins with talking about anything but dyslexia. I have laughed so hard with students at the amazing conversations we have had and the stories they share about life in general. I have also left schools with my chest so heavy due to students feeling so stomped down from the weight they feel from struggling to read. They do not feel smart and feel shame, which leads to low self esteem and often matched with bullying. 

Instead of writing a blog about dyslexia, I wanted to put some faces to dyslexia. Each time we talk about dyslexia in schools, there is a face to every single number. Each time accommodations are denied, there is a face to that denial. We have to remain connected in order to prevent the disconnection of accessibility. 

So! I rounded up just a few kiddos who have impacted my own life in some way this past school year, brought together by dyslexia...but relationships built due to all of the other amazing conversations those beautiful brains have shared with me. I asked them a few questions and I have no doubt you will lift them up with me. 

First, Samantha was a feature on PATINS TV! After meeting her one time and working with her for accommodations on the iPad, the next time I came back, she showed me some ways she was using her iPad that I was able to share with other kids. She is brilliant!

Meet Sam
Sam
  Age: 11 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?  Driving the ATV and maneuvering it with a trailer anywhere!

  Anything else you would like the world to know about you? Sam is in 4-H and shows ducks, chickens, and pygmy goats. This year he is going to try his hand at the lawn mower driving project and LEGO building project. When he grows up Sam wants to be a farmer because farming is cool. 

The first time I met Sam, we had a race. He was in his running shoes and well, me in my high heels. He won but I’m ready for a rematch. Sam is an impeccable problem solver. His thoughts take him into creative action on a route we may not think of at the time. I was fortunate to see Sam show one of his goats at his county fair. It felt like 110 degrees in the summer inside a metal barn; but Sam took it like a champ (unlike me sweating profusely). He had an adorable and rambunctious goat that he gave 100% attention to in the heat and he placed! Also, this kid can do the Floss dance better than I have ever seen and brings it alive on the drop of a hat! I can’t wait to see him one day on his own farm...living his dream and being a mentor for those who want to learn his craft of farming. He is unstoppable.


Meet
Precious
Precious
  Age: I am 16 years old. I’m going to be 17 years old in March. 

  Favorite book or types of books you like to read: My favorite   book is Dork Diaries

 What is something you really enjoy doing and know you are good at doing?
My favorite hobby is art. 

Anything else you would like the world to know about you? I am a homeschooled student. I want to show my artwork to encourage everyone. I am building my own art studio called Shout Loud. I want people to know, "You can do it!"
Precious's artwork of colorful tree

As you can imagine by her answers above, Precious is extremely kind and talented. I was honored to see her art spotlighted at an event in Indianapolis, Indiana. I noticed on her art displays, the first line was “I have dyslexia.” The way that she sees colors and puts them together truly amazes me.


Meet
Piper
Piper
  Age: 9 years old, March 1st!

  Favorite book or types of books you like to read: Adventure, crime solving
  and mystery genre


  What is something you really enjoy doing and know you are good at
  doing?
Art, ice skating, skiing, and acting.

  Anything else you would like the world to know about you? I would like
  the world to know that I love having dyslexia, because it helps me be even more creative than I thought.


Piper helped me out when I presented on assistive technology accommodations. After learning that she loves to act, I can see now how she stood in the front of the crowded room with me with ease. When I showed Piper the C-Pen Reader, she practiced and figured it out quickly. Then, she proceeded to try it out backwards, upside down and up and down. She then explained to me all the ways one should not use the C-Pen. Ya know, she is right...we need to know that part. Thank you, Piper! 


Meet
Reed
Reed
  Age: 9 years old

  Favorite book or type of book: Dog Man

  What is something you really enjoy doing and know you are good at doing?
  Shooting 

  Anything else you would like the world to know about you? If the world wants to
  know anything else, they need to meet me!!


Reed wasn’t so sure about me at first. He was the observer and then came over to me when he was ready, which works just fine for me. Once he did, he told me about Dog Man and was extremely well spoken about not only the book; but about anything we talked about. Reed heard me say that I had a fear of grasshoppers. At the end of my talk, he walked up to me with his hands closed and said, “Hey, I caught a grasshopper for you!” I thought he was serious for about .2 seconds, which felt like an eternity. He asked me to come back, but Reed, you better watch out! I like to play tricks as well! Reed is right, the world needs to meet him one day. I have a feeling they will as he will positively change the world in his own unique way.

Note: Sometimes kids are labeled as shy, when in reality they just need time or need a purpose to engage. As an educator, practicing wait time and as well as creating purpose can make all of the difference. 


Meet
Jackson
Jackson
  Age: 7 years old

  Favorite book or type of book: Dyslexic Legends Alphabet. This
  is my favorite book because it has the people that are famous
  because they have dyslexia. Even though you have dyslexia, you
  can still read using audiobooks! 


What is something you really enjoy doing and know you are good at doing? Playing baseball and hockey! I really enjoy reading audiobooks. 

(Hey Brent Sopel...I think you've got a huge fan in the making for more than one reason!)

Anything else you would like the world to know about you? That you can do any job that you want, even though you have dyslexia! Even though dyslexia is hard, you can still do whatever you want! 

Clearly, Jack is a true champion for himself in the way he learns best. When he says “...enjoy READING audiobooks,” that kiddo is ahead of the game! Of course he is reading! He is reading with his ears! Jack is an inquisitive thinker and I feel pretty confident when he is not playing hockey or baseball, he is tackling his younger brother. I am hoping to recruit Jack in a future training video on how we all read differently. We can all learn something from Jackson for sure. Besides, he and I have matching shirts... T shirt: Dyslexia is not a disability, it's a different ability.

Jonathan Mooney continues to say and I would like to echo this to all students…

“...I want you to know that normality is a problem to be struggled with, to be resisted, and ultimately, an idea to be rejected and replaced. ...When normal comes for you, I want you to be able to say what I couldn’t when it came for me. Normal sucks.”

What is normal anyway? It’s a measurement we can forever chase and never find. If we always consider the variability of all learners, presume competence, appreciate the diversity and be facilitators toward independence with accessibility in our instruction...our impact will be larger than imaginable. It can literally change life paths in a positive direction for all those faces for not only dyslexia but for all students.

#Presuming Competence is the easiest or the hardest barrier to #inclusion. The hardest because you can't force someone to believe in ability. The easiest because believing in ability costs nothing. It requires zero resources. The ? is, what side of history do you want to be on?
What side do you want to be on? Let's celebrate those beautiful brains...together! 


Note: Make sure you click on each picture to enlarge!  Also, If you have a student or child you would like to celebrate in ANY way, please email me at 
ksuding@patinsproject.org, tweet me @ksuding, or share in the comments below and I will lift them up with you and share!

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Jan
30

Top 5 Reasons for Captions In Schools

Closed Captioning is Cool! Closed Captioning is Cool!

Top 5 Reasons for Captions In Schools


Captions… It's all the buzz currently in schools, including higher education institutions like Harvard University. If you aren’t currently using captions in your daily life or in your classroom you might be unfamiliar with why we need to provide them. They may even seem annoying to you when you see them on. However, I assure you they are coming to a workplace near you soon and here are 5 reasons why you should turn them on today:

1. Attention and Focus

Students who need support when it comes to attention & focus can benefit from the visual representation of the spoken words on the screen during class and videos. In a study conducted by the Oregon State University Ecampus Research Unit of the 1,532 students, 69% reported that closed captioning aided in keeping their attention as a learning aid in class (Linder, 2016).

2. Universal Design for Learning

Setting up your classroom with every type of learner from the beginning means that you plan to include captions (Morris et. al, 2016). For school districts needing to put a policy in place for providing captions and transcripts as part of providing accessible education materials, PATINS has you covered with a sample policy. 


Text reads

3. Reading 

Students building early literacy skills can benefit from captions since captions explicitly illustrate the mapping among sound, meaning, and text (Gernsbacher, 2015). Since one predictor of reading achievement is time spent reading, the use of captioned content has the ability to benefit each & every student in your classroom.

4. Language Acquisition

Students learning a new language can benefit from English subtitles of classroom audio media. Students are taught how to recall and build their auditory listening skills in the second language after viewing videos with closed captions/subtitles in the new language rather than just receiving the content via auditory alone (Gernsbacher, 2015). 

5. The Right to Effective Communication

When we have a student who is deaf/hard of hearing in our classrooms, we need to provide accurate, timely and effective communication. One way to achieve this is by providing closed captions on all. This is explained in ADA, IDEA and Article 7.  You can read more about the recent Harvard’s lawsuit resulting in all media including open online courses to include closed captioning.

Do you need help with the tools and implementation of captions? The PATINS Project has you covered with no-cost in-person training and webinars. PATINS’ Specialists, Jena Fahlbush and Katie Taylor have a live webinar, Captions for All: The Writing’s on the Wall! This will help get you acclimated to using captions in your classroom the very next day. 


Captions for All: The Writing’s on the Wall! Live Webinar 
Register for the next live webinar! 

As you build experience with captions, you will see the need for captioning to the public and in your classroom! Speak up! Request captioning in the gym, restaurants, and doctor's offices to help make every place an accessible place for all. 



References


Gernsbacher M. A. (2015). Video Captions Benefit Everyone. Policy insights from the behavioral and brain sciences, 2(1), 195–202. doi:10.1177/2372732215602130

Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit

Morris, K.K., Frechette, C., Dukes, L., Stowell, N., Topping, N.E., & Brodosi, D. (2016). Closed captioning matters: Examining the value of closed captions for all students. Journal of Postsecondary Education and Disability, 29(3), 231-238.
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Dec
12

The One Question I Ask All Students

The One Question I Ask All Students The One Question I Ask All Students with rainbow paint in the background.
What is the most interesting thing you learned?

Why is this the one question I ask all students? It seems simple at first, but this question alone has given me vivid insight into who my students are at their core while sneakily working on enhancing language skills. Here are 5 reasons why.

1. Build rapport. Instead of relying on the "About Me" worksheets students fill out once in July or August, you can keep the lines of communication open between you and your students all year long. We all know what's cool one minute, is out the next anyways.

2. Work on skill deficits. With this one question alone, SLPs (and anyone working in the school) can help foster social skills, correct use of conjunctions, and expanding verbal/written sentence length. For social skills, students can work on turn taking, topic maintenance, asking follow up questions, perspective taking and reading nonverbal cues. For example, "What do you think X found interesting? How do you know?" If students answer with a simple sentence, you can use a visual of conjunctions to prompt them for more information. FANBOYS is always a favorite.

3. Find out what they've truly learned. Wait 10-15 minutes, a class period, or even a day and then ask what they found interesting from an earlier lesson. It may be a small detail you've glanced over that actually piqued their interest while they may have forgotten about information needed for the test. Now, you know what needs re-teaching.

4. Learn more about what engages them and use that information for future lessons. Students may reveal surprising interests such as loving opera music or a passion for tornado chasing. These are two real life interests brought up by my former students and you bet these were incorporated in more than one speech session.

5. There is no "wrong" answer. It's a low stress way for students to participate who may not otherwise felt confident enough to speak up with their ideas. Even if they say nothing was interesting, they can explain why and what can be different next time.  

As you can see, "What is the most interesting thing you learned?" packs a lot of educational "punch" with virtually no material preparation (unless you choose to - this could easily be done on a Padlet, white board, or other discussion format should you like a record of it).

Weave this question into your school day and comment below your thoughts on my all-time favorite question. 




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Oct
10

The Intersection of Literacy and Joy

IMG_071_Smiling girl showing her book on her iPad written for her
book cover for Where the Red Fern Grows with boy and his two hunting dogs running through a field

“I cried when I read Where the Red Fern Grows in 4th grade.”

“My first grade teacher was stern, but when she read aloud she used funny voices.”

“Non fiction is my favorite. I’m still all about the facts.”

“I followed the hymnal at church while listening to my mom sing.” 

“I loved Dr. Suess. . . comic books. . . Harry Potter . . . mysteries . . . .

I’ve had the joyful privilege of working with Indiana teachers in trainings about making and engaging with books and literacy this summer and fall. An introductory activity that I did with groups was to ask them to place 3-4 influential books on a timeline of their life, and these were comments I heard during share time. For most of the presentations, I had to interrupt lively heartfelt discussions because the participants didn’t want to stop talking about books.

“I do believe something very magical can happen when you read a book.” – J.K. Rowling

Something magical was also happening during those discussion times. Folks were connecting over shared experiences and writing down titles for books they had yet to discover. It reminded me that any learning task is made more meaningful with emotional engagement. Our brains get primed for the what and the how if we are taken through the door of the why.

door opening with a bright light behind it
We spent the remainder of the trainings looking for sources for books in electronic format, and making both electronic and tactile format books to take back to all students, no matter what access they may need to engage with a book. 

I’ve received even more joy via photos and stories of students with the books their teachers found or created for them. 

smiling boy reading a book on his iPad with headphones

I’d love to see your face light up at the mention of a good book. I’d also love to hear the particular challenges you face when providing opportunities for improving literacy for students in any setting. Give me or another PATINS specialist a shout if you’d like to bring a training on engaging literacy to your district or educational team!

“You think your pain and your heartbreak are unprecedented in the history of the world, but then you read. It was books that taught me that the things that tormented me most were the very things that connected me with all the people who were alive, who had ever been alive.” – James Baldwin


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Jennifer Conti
Not a dry eye in my 8th grade classroom when we got to the end of "Where the Red Fern Grows". What a memory.
Thursday, 10 October 2019 13:51
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Aug
21

Empowered Muggles

Irish logo, DNA logo, Muggles, German Flag
I recently discovered through DNA testing that I am 53% Irish and 33% German. There are stereotypes of being Irish and/or German and if you know me, you may not be that surprised with those recent findings. I may or may not be stubborn at times and I do enjoy a good pub. My locks of curls are red and I do have blue eyes. Although, I am a vegetarian and do not eat schnitzel. I was emotionally impacted by discovering my heritage.  

Also, a few weeks ago at a conference that I attended, I participated in a session titled: “What Harry, Hermione and Ron taught me about learning” and was presented by Tony England. Tony is the Assistant Superintendent of Student Services at Elkhart Community Schools in Indiana and all around brilliant individual. 

At any rate, discussions were had about the diversity of each of us as individuals and how we and our students can appreciate others diversity when open to understanding. This could be certain behaviors, personalities, traits, etc in a classroom setting coming together with our strengths and weaknesses. Also, taking this into consideration when assigning group work, thinking about our own friends who we surround ourselves daily and how we can positively build upon differences.

What does this have to do with Harry, Hermione and Ron, characters from Harry Potter you may ask? After some fun activities throughout the conference session, it was concluded that my personality and traits could reflect that of Harry Potter’s. Of course, due to feeling highly intrigued, I began reading the entire Harry Potter book series. I am nearly embarrassed to admit as an educator, I had never read those books. Where have they been all my life? My Amazon wish list is now stacked with sorting hats, wands, owls, maps and stickers.

Why am I telling you this? Well...as the saying goes, “knowledge is power.” That could not hold more truth in my recent findings of my own self. Knowing my heritage gave me a sense of empowerment, deeper understanding and eager to learn more about where I come from. Constantly seeking new knowledge about the diversity of others and reflecting upon myself, gave me some unexpected permission to be ok with being curious and passionate about things and just jumping into it and figuring it out. That yes, I can be “competitive” and “fiercely independent” but at the same time being “supportive, easy-going, spontaneous and comfortable to be around.” At this point, I even feel completely ok with purchasing those Potter items on my wish-list! 

As educators, we are seen as individuals in a position of power. How can we use that power in a way to empower our own students? We have classrooms of students full of diversity and learning differences. How can we empower all students in embracing not only who they are but who their peers are and creating a safe place to not only succeed; but to fail?
question mark and light bulb ideas


What if…
  • We asked our students how they learn best? Then, begin teaching how our students learn best? aka: Universal Design for Learning If they don’t know or understand, how about helping them discover themselves as learners? Help them understand why they may read with their ears (auditory) and/or eyes (visual) and perhaps why using a stand up desk or a fidget can enable them to embrace their unique way of receiving and comprehending information. Empower them.
What if…
  • We talked about disabilities in our classroom? Do not fear those conversations.  The International Dyslexia Association states:
About 13–14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability (LD) (6–7%). About 85% of those students have a primary learning disability in reading and language processing. Nevertheless, many more people— perhaps as many as 15–20% of the population as a whole—have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit instruction in reading, writing, and language.

Isn’t this an important conversation to have? Having these conversations can provide understanding and acceptance of why some students may be reading with their eyes and some with their ears. This will help those students who use assistive technology accommodations to not feel different; but accepted. Again, knowledge is power and this means educating all students about learning differences. Empower them.

What if…
  • We asked our students what they wish everyone knew about them? Let them speak freely, write them down and share if they choose. Create an environment with school and/or community resources that students know where to go if they need someone to talk to or get help. Empower them.
What if…
  • We not only celebrated successes of our students; but also their failures? This will empower them through teaching resilience and to keep trying! What if our students do not know how to regulate their negative reactions to failures? How about we model the behavior, celebrate loudly and practice the celebrations by setting up opportunities to fail.

I challenge you to have sign on the entrance of your classroom door or building that says:

“You do you.”

What if...we really let them?
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Aug
15

Fancy Font Over Function; Preparing Your Classroom for All Students!

Whilst engaged in a recent discussion with a dear educational colleague and friend, we unraveled the first days of school. Social media often tends to focus on surface level things that are able to be captured in a photograph or video. Being a photographer and artist, I very much appreciate these things. However, also being a professional educator, I also give caution to other educators concerning the intentionality of deep and thoughtful preparation for meaningful instruction for all students. As Beth Poss, assistant principal and private educational consultant, and I discussed the seemingly alarming rate of this focus on the superficial decorating of learning environments without consideration of students and universal design, Beth requested the opportunity to tackle this important topic through the PATINS Ponders Blog! 

It’s Back to School time! Teachers are busy getting their classrooms ready and school has even started in many districts. And based on the multitude of social media posts I am seeing, teachers are all about having the most beautiful classroom decor, the cutest bulletin boards, and jazzy curriculum resources from the Teachers Pay Teachers. It is easy for new or even veteran teachers to believe that if their classroom decor and resources aren’t Instagram worthy they must be doing something wrong.
The truth is, however, that pedagogy should still be the top priority and that just because it looks attractive doesn’t mean that it is effective. 


My fear that a focus on font over function was taking over Twitter and Instagram moved me to write this guest post for PATINS. So as you gear up for the 2019-20 school year, here are a few tips to help you ensure that you don’t get caught up in the “my classroom must be gorgeous” trend and instead focus on what is best for students.

1. Many students identified with various sensory processing challenges, in addition to many students without, can be easily overstimulated by an over-decorated classroom. Researchers found that increased visual stimulation in classrooms correlated with decreased cognitive performance (Fisher, Godwin, and Seltman, 2014; Rodrigues and Pandierada, 2018). So, keep it simple! Personally, I love this classroom from @thegirldoodles, especially how she sticks to just one set of monochromatic color selections, rather than her room looking like a bag of skittles exploded all over it. It is definitely attractive, projects a positive student message, and there is plenty of blank space. 

photo of a classroom dry erase board, 2 chairs, motivational posters, and cabinet all in monochromatic blue-gray color scheme
2. Classrooms should be student-centered! Leave wall and bulletin board space for student work. When students see their work displayed and their peers as their audience, we promote ownership and greater participation and involvement in their own learning process.  (Barrett, et al., 2015)

3. Anchor charts are most effective when they are generated with students, during the learning experience. So don’t worry about having beautifully hand-lettered anchor charts up and ready for the first day of school. Create these with your students so that they connect personally to the information. They are more likely to refer back to the charts while working if they helped to generate the information on the chart.

4. Consider carefully, your font choices on both classroom displays and printed or digital materials that you design. Are the fonts readable to all the students in your classroom, including those with low vision or dyslexia? If your students are learning to form and write letters, do the fonts you use provide a model for the proper formation? I see many cutesy fonts where letters are a random mix of lower and uppercase or where the”tails” of the  p and g are not below the bottom of the other letters. Cute however, doesn’t really help our students learn how to form letters correctly, and if we are teaching students that lowercase g, j, p, q, y, and are “basement” letters, be sure that they see this in what is given to them or displayed around the room. Additionally, research shows that sans serif fonts are generally more readable than serif fonts. (Rello and Baeza-Yates, 2013). What is the difference? Serif fonts have those decorative tails or feet, while sans serif fonts don't and instead are made up of simple, clean lines. You might even check out Dyslexie font or Open Dyslexic, which were both created specifically to promote readability for individuals with dyslexia. Additionally, you might check out the following video and/or this research article, "Good Fonts for Dyslexia.


5.
When downloading teaching resources, check that the strategies and pedagogy behind the resources is best practice. Does it align with your curriculum guide? Is it standards based?  Does it promote the principles of Universal Design for Learning and accessibility? Is it culturally responsive, promote diversity, and free of stereotypes?


One last piece of advice. When you see an idea from a post on a blog (like this one!) be sure to check the blogger’s credentials. Google them, take a look at what they post on Twitter, Pinterest, or Instagram and make sure they truly are someone you would want to take advice and inspiration from! I hope you check me out--find me on Pinterest and Twitter as @possbeth,or on Instagram as @bethposs.
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Aug
08

Stop Teaching "Low Functioning" Students

Stop teaching the low students Magic Ball indicating High. A witch's hat with speech bubble reading,
I half-joke that I’m working my way out of education purgatory, trying to make up for my sins in years past. One particular mistake I made: I let myself believe I could help “low functioning students.” The year I refused to teach “low” kids (and “high functioning” students too!) I started to realize what my purpose was.

I worked in a school that had two self-contained special education classrooms. On paper, it was just Ms. A’s class and Ms. Z’s class, but everyone referred to it as the “high functioning room” and the “low functioning room.” Sometimes the students had instruction together or joined their peers in general education but, in general, the students of the low functioning group stayed in their room and the high functioning students had more chances to be included. The high functioning students sat with assistants and learned letters and numbers and the low functioning students watched the other students work. Maybe we’d stick a switch toy on their wheelchair tray. Yipee.

Why? Because it was The Way We Had Always Done It. You’ll be happy to hear it’s changed.

On the flip side, I had students who were “high functioning.” Teachers were very pleased to have high functioning students except when they didn’t do what the other kids were able to do, or in the same way. Every year, like an unspoken agreement, accommodations were slowly chipped away. “He’s high functioning,” we’d all say. “He doesn’t need a sensory break, or note taking support, or Augmentative Communication. He should be able to do that on his own by now, or else he’d be low functioning.”

“The difference between high-functioning autism and low-functioning is that high-functioning means your deficits are ignored, and low-functioning means your assets are ignored.” - Laura Tisoncik

Once I was asked to observe “Cory.” Cory was a youngster who enjoyed trampolines, letters, and car commercials. He needed constant supervision, plenty of breaks, and explicit directions and support for academics, leisure, and daily living skills. He frequently hit the person nearest him, although staff could not pinpoint as to why (no FBA completed). He had no way to independently communicate. It wasn’t that they hadn’t tried but what they had tried wasn’t working, so they stopped. He did have two little symbols taped to his workstation: “more” and “stop” that were used to direct his behavior.

His teacher met me at the door and gestured to where he was “working” (10+ minutes of redirection to sit in a chair with some math problems attempted in between). I asked what would be helpful to her as a result of our consultation.

“As you can see, we’ve tried everything,” she exclaimed, gesturing to her lone visual taped to the desk. “He’s just too low.”

It took me a while to pick apart why this particular visit weighed on my soul. I had been that person and I knew the ugly truth: as soon as we start saying students are “low” we’ve haven’t described the child, we’ve described our own limitations in believing in kids.

The terms “low functioning” and “high functioning” are not professional terms. They have no place in an educational report, school policy, or conversation. They are born from poor understanding, frustration, and/or a misplaced desire to categorize students by how high our expectations should be. Who gets to be high functioning? Who gets to be low? Did you mistakenly think (as I did) that researchers set an agreed-upon standard or that there was a test or some type of metric to determine what bin of functioning we all belong in? Perhaps there was a Harry Potter-esque Sorting Hat of Functioning?

"...‘high functioning autism’ is an inaccurate clinical descriptor when based solely on intelligence quotient demarcations and this term should be abandoned in research and clinical practice." (Alvares et al, 2019)

In absence of a Magic 8 Ball of Functioning, I challenge you to stop teaching “low functioning students,” erase the phrase from your vocabulary, and start wondering “what do we need to be successful?” Describe the supports your student needs, the skills they are working on, the behaviors and interests you’ve observed. What do you need to do differently? Tell me about your student, not the expectations people have formed. At PATINS we have not met, in our entire combined careers, students who were too anything to learn. There is always a way, and we can help.

What ever happened to Cory? I haven’t heard back from his team since then. It still makes me sad, because I know that as long as one of the most meaningful adults in his life thinks of him as “too low,” not much will change.

You will not regret ditching those words. Your students will remember you for it. You have nothing to lose but functioning labels.

They weren’t helping anyone, anyway.
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Jun
06

UDL is Natural

This has been a lively few months at the lake. I have seen wildlife for the first time and welcomed back regulars. What a year! Our new visitors include unusual ducks- the Bufflehead and Redhead, a red fox trotting in our yard before going over the frozen lake; a deer in the yard (and in the past, deer swimming across the lake). A turkey flying from a tree over the marsh behind our house, an orchard oriole. Some old friends include the Bald Eagles fishing over open water at the edge of the frozen lake, wood ducks, 2 Loons, Baltimore orioles and the noisy spring peepers/bullfrogs.

Reflecting on these friends from the animal kingdom, I realize I look forward to their seasonal visits and delight in their individuality, listening and looking for their sights and sounds. In the same spirit of appreciation, I am glad to see regular visitors including robins, hummingbirds, cardinals. In the summer, the purple martins fly low over the lake at dusk to catch mosquitos and other tiny airborne critters and the occasional kingfisher will find a tasty fish. A regular year round visitor is the great blue heron. I call our home “Heron House”. So yeah, cool stuff in my mind. 

Common Loon     Bufflehead Duck
 Redhead Duck     Wood Duck 

Orchard Oriole     Baltimore Oriole     Spring Peeper
       
Bull Frog    Bald Eagle     Wild Turkey in Tree
Red Fox    White Tail Deer in yard

I cannot help but draw a comparison to my work. There are seasons to working with schools and school systems. Each year, in the spring, I reflect on that school year as my thoughts move to the next school year. This happens with a comfortable regularity. I think back on individuality even within a system, district, school and classroom. I look for trends for what worked and what did not work and how drawing general conclusions may lead me to miss the mark on some things. For example, back to the birds. Orioles like oranges and jelly. They do not like orange marmalade. Thinking that I could combine two features into one solution proved to be an epic failure. I had not truly individualized what the orioles needed.

I am also struck by Universal Design in Nature. Everyday there are many options available to the animal kingdom for food, housing, and development. Those options are always available, not pulled out occasionally. Sometimes, new ones are provided (i.e. jelly, nectar, birdseed, corn). The key is that not each animal needs all that is available, but all animals need something from what is available.

So, taking a cue from my friends in nature, let’s make materials available in the classroom so that what is needed for each unique learner will be at the ready when our students make their seasonal return. What I wish for is the same delight I have in watching life being nurtured outside my windows, be the same delight in having student and staff nurtured, inside the classrooms, with what they need to thrive. After all, a bird is a bird, but a heron does not need what the oriole needs.

Have a fantastic summer! Rejuvenate, Revive and Return! Contact PATINS to help you achieve some classroom Universal Design. Here is a good source for learning more about Universal Design for Learning  (UDL).

Photo credit: Common LoonBufflehead Ducks,Redhead Duck,  Wood DuckOrioles, Spring PeeperBull FrogBald Eagle Wild Turkey,Red Fox,White Tail Deer, and Alamy Stock Photos -Wild Turkey Roost.

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Mar
21

Socks

This may seem like an odd topic to come from a professional staff member of a Project that helps students and teachers learn and teach in a fun, accessible way, right!?… not really. Here’s what I have noticed.

Socks can be fun. I have always enjoyed expressing myself through my sock selection. I’ve even noticed our Director, Daniel, enjoys wearing creative, colorful socks. We’ve had a few enlightening conversations over socks. In fact, I decided pink flamingo socks would be the perfect birthday gift for him last year and he concurred with his reaction once received.

My Kindergarten grandson just experienced Silly Sock Day at school. Ok, I get it…people young and old(er) get a kick out of showing off their personalities through their chosen socks.

Socks can be accessible. What? 

Let me explain. This year, I came across John’s Crazy Socks. I read and felt inspired by John, a young man with Down Syndrome. I read his story and mission which screams accessibility. The key statement John makes regarding accessibility is: We want to show the world what is possible. We want to show the world what people with differing abilities can do when given a chance. We know that people with differing abilities are ready, willing and able to work. We make this happen in ways large and small.

My interest was piqued when I learned of the late President George H. W. Bush’ involvement with John’s Crazy Socks. President Bush has longed championed the rights of people with disabilities. John’s desire to connect with people through socks led John and President Bush to form a bond over their love of crazy socks and their commitment to the possibilities in all of us.

Come to the PATINS/IN*SOURCE Tech Expo on April 4th for a chance to win a pair of John’s Crazy Socks. It’s not too late to register. Four pairs of John’s Crazy Socks will be part of the lineup of many Door Prizes available to our attendees. 2 pairs of Autism Awareness Socks and 2 pairs of Down Syndrome Awareness Socks. 

We will also have Exhibitors available to you for those specific disabilities and many more. Please join us for a day of professional learning and fun.

Today is a meaningful day to post my blog…March 21, 3:21 World Down Syndrome Day. This is a day we celebrate all who have Down Syndrome. We celebrate their accomplishments and the joy they bring to the world. World Down Syndrome Day is celebrated on March 21st for 3 copies of the 21st chromosome (which is what causes Down Syndrome)

Happy 3:21!

   



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Sandy Stabenfeldt
Good job Glenda! Who doesn't love socks!
Monday, 25 March 2019 12:42
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Feb
28

Where's A.T. "Waldo"?

We live in great times. The connection between general classroom technology and specialized technology has never been closer. We are increasingly talking about accommodations, assistive technology and Universal Design for Learning (UDL) as regular discourse as stakeholders make decisions for accessing curriculum for students. Technology directors look at means of providing technology for most students. UDL makes sure students in the margins are included and assistive technology takes technology beyond a general consideration and provision to addressing specific needs for students who require these solutions to access their education. It does take a village to accomplish all this.

Given all these considerations and efforts, what does technology look like in the classroom? PATINS supports teachers as they work with students to have access to the curriculum. So, let’s look at a classroom through the lens of "Where’s A.T."?

Classroom with students working at tables and desks and in a group on the floor.
Classroom supplies and equipment fill the room including specific assistive technology tools.

So, the items to look for include:
  • AAC Devices
  • Keyboards
  • Computer
  • Books
  • QR Code
  • Exercise ball/ alternative seating 
  • Visual icon-based schedule
  • Magnet letters
  • Glueing options
  • Keyboard
  • Wheelchair
  • Projector
  • Slant board
  • Trampoline
  • Switches
  • Pencil grip
This is certainly a busy classroom, and that is the good news. Students are engaged, and able to produce their work using a variety of means. This is a great example of a classroom environment where universal design is implemented. Not all students need all of the tools. The tools are available and ready for students who choose to use them and for students who require them. The tools are available everyday and used on a regular basis. Consistent use of the tools sets the stage for increased daily participation in the curriculum and activities. Once a student has appropriate access to the general curriculum, they have an increased likelihood of improved performance on local, district and state tests and assessments.


Now, we need to implement intentional steps toward tool determination and implementation of use. Throwing a bunch of technology into a classroom without considering the range of needs and abilities in students and staff is not helpful. Any implementation must also be supported through training and follow up to evaluate effectiveness. This data will help determine future technology requirements.

PATINS has a UDL Lesson Creator available that will expand the typical lesson plan to be more inclusive of students on the whole spectrum of abilities, including the specialized needs of students who are considered gifted and those who need various scaffolds for support in their learning. We have a Lending Library from which educators can borrow tools before purchasing them. Our specialists can also help educators work through the many options for Universal Design for Learning, Assistive Technology and classroom/student supports.

Given the tools and strategies that are available, this is a great time to be in education! How many Where's A.T. "Waldo's" did you find?


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Feb
14

A Reading & Writing App from me to you!

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

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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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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May
15

A Regular Committee Meeting or an Example of Everyday UDL?

I just spent the evening with a group of friends focused on organizing for a project. We ate a lovely carry-in meal and got down to a business meeting and ended with a group effort on a task to start the project. It was good to catch up with people we don’t see very often, share quite a few laughs and work on a common goal. The entire process lasted about 4 hours, which was longer than absolutely required to get the job done, and to be honest, we were all glad to go home at the end, and we left with a feeling of having done a good thing. For me, it had been a long day, as I left for work at 6:00 am and got back home at 9:00 pm after this meeting. We all have those kind of days if we are involved with children or community activities. It is what makes life rich, if not overdone.

Every time I am with a group of people charged with making a plan of some sort, I am reminded that “decision by committee” can be, and often is, loud and messy. I will admit that I was pushed to my limit with 16 passionate people enthusiastically sharing ideas and thoughts, often at the same time, and there were plenty of sidebar conversations. Loud and messy are good and important in this process. It means the participants are active and engaged. Each personality and style had an opportunity to express themselves and folks who needed to keep things rolling felt comfortable to nudge the group along. Those of us who prefer less noise and more structure were empowered to move things along or refocus the group. It was easy to shift any negativity into a more positive outcome and when the group needed more gross motor activity, the meeting shifted accordingly.

As I watched this process unfold, it seemed to me that every person there felt safe and comfortable to share and interact. Respect was given to each member who contributed. Interestingly, this was a blend of two separate groups who function very differently from each other and the results were positive.  

Looking around at the tools available to make this work, I saw low tech pencil and paper, notes on a napkin, a sophisticated daily planner, an iPod. We even had a bell as a signal to bring the group back together. Empowerment was evidenced by the willingness to take responsibility for ideas and assignments. Collective wisdom was respected, and new ideas were considered.

This was a great opportunity for UDL principles to be used and, without knowing it, these adult team members took full advantage. Throughout this process, we reviewed the why, the how and the what. For the Why, I saw examples of interest, sustaining effort and persistence and self-regulation. There is no doubt about the level of engagement in this group. We had a clear purpose and goal. For the How, we demonstrated multiple means of action and expression with lots of opportunity for movement, we worked through a variety of organizational abilities as we had to problem-solve challenges and change course. We provided opportunities to work in a large group, small groups, with a partner and alone. On a practical level, we had a heavy emphasis on auditory as it was a group discussion. Some people had notes from a previous meeting, others had samples and there was a practical task that required problem-solving, manipulation and visual skills, manual coordination and teamwork. Scissors, sticky labels, signage, scheduling, lists and a schematic layout, paper, planners, iPads, smartphones, varied activities, the use of a walker, tables and chairs, and food are examples of universal design that were brought to the meeting.   

The difference in this practical application of an evening meeting and true Universal Design for Learning is that the UDL piece was not planned. Therefore no specialized needs were anticipated, planned for, nor setup with needed materials. What we saw tonight was evidence of how Expert Learners function at an integrated level. Most of us in the group have experienced enough life to know how to meet our individual needs. We were able to locate adaptation in the environment (scissors) to facilitate our work. And team decisions were able to be made with input from multiple individuals.

This was truly a fun experience for me and I had a lot of fun looking at it through the lens of Universal Design for Learning. What would I do in the future to be more intentional? Perhaps provide writing options for those who did not bring any tools/material. Knowing in advance how we can include elderly or mobility limited, or participants with other disabilities. But we also knew we could provide most of what was required because there is a ready supply of alternatives in the building for those who need it and the level of experienced learners we had assembled.

So, what started as another meeting at the end of an already long day, turned out to be a nifty example of the universality of people’s needs and abilities as we work toward a common goal. Quiet, silent classrooms with a teacher providing information via lecture is not always an indicator of an effective learning experience. In reviewing the revised UDL Guidelines 2018 Chart, these expert learners used a variety of means to access knowledge, build upon that knowledge and take these internalized skills to a functional and productive outcome.

Kudos to these participants who demonstrated expert learner skills by integrating purpose and motivation, resourcefulness and knowledge, toward attaining an end result that was strategic and goal-directed.    

Thanks for the fun evening!

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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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Apr
10

The Ugly Cry Is Beautiful

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

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

Happy Dance

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

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

The year is coming to an end. Find time for pause and instead of just looking directly at a student’s struggles as we support them, also look around them...see and feel the moments to celebrate.  I have great adoration for this quote from the book Wonder, “Everyone in the world should get a standing ovation at least once in their life.” Go ahead, it’s ok to get ugly; because it’s beautiful.
Woman crying holding tissue to face.
Fun ways to celebrate your students while also motivating them:
  • Send an email or note to parent/ guardian or school administrator
  • Praise verbally
  • Throw graffiti parties
  • Ring a bell
  • Expression by using GIFs
  • Allow students to write down what THEY feel they did best, crumble paper and have them shoot into a “shining moments” basket at the end of the day.  
Wonder Book
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