Eat. Pray. Teach.

I can't find the right words...

2011-12-28T20:34:00.000-05:00

Today is Wednesday, Dec. 28th, 2011.

10 days ago, my dad died.

[no, that's not right. delete it.]

I am 30 years old. My dad was 61 when he died last week.

[no, awful. delete.]

This blog is usually about education, but today's post will be something I just need to get out.

[no. delete.]

I can't find the words. I can't find the right words to even begin this post. It's about my dad. My dad, who died 10 days ago, at the age of 61. I can't find the right words to tell this story and so, if you don't already know the story, you may have no idea what I'm writing. And that's okay. Because I am writing this one for me.

My dad has been sick. He had two major strokes, liver damage, lung damage, heart disease, high blood pressure. He mad some bad choices in his life.

And he also made some great ones. He was a good man.

My dad was smart. He was smarter than he knew and he taught me a lot of things, not by talking, talking, talking about them, but by showing us (my older sister and I) what was important. I wonder what her list would look like... I am sure this list was different 11 days ago. And it may even be different 11 days from now.

The Top 10 Things I Think My Dad Taught Me in somewhat random order...

10. Pet the dog under his collar. Everyone else forgets that the dog needs to be scratched there. Rub his neck under his collar and he will be your dog. Forever. (Dad, Pepper and Otis will always be your dogs.)

9. If you are holding the hand of someone you love, no matter who it is, squeeze their hand 3 times. This means "I. Love. You." (Dad, I even do this to my students. :) )

8. It's okay to cry. It's even okay for boys to cry. Or men. Cry at commercials, cry at the movies, cry wherever you want. Just don't make a big scene and don't forget your hankie. (Dad, I'm crying now. Big surprise.)

7. Drink in moderation. (Okay, let's be honest Dad, neither of us were very good at this.)

6. Do Your Best. Every day. In every thing. DYB. (Dad, I will. I promise.)

5. Turn off the lights. And recycle. Funny, he wasn't all that eco-friendly, but these two things were so important to him. I guess it was what he could do to help save the Earth. (Dad, I wonder if they ever made a building or a new book from all the aluminum and newspapers that you recycled.)

4. Be thoughtful. Even this year, when my dad was ill and wearing pajamas 24/7, he managed to order us flowers and goodie baskets to be delivered for Sweetest Day. And he always sent a card. There's still a card on his night stand for his best friend/next door neighbor who would helped him. I have to remember to send that card. (Dad, you didn't even know how thoughtful you could be, even if you told mom to buy all the cards and you just signed your name.)

3. Education comes first. I really believe my dad's life goal included sending my sister and I to college and seeing us graduate. Cool that he also got to see our diplomas when we each got a Master's Degree as well. He never let us forget that school comes first. No wonder I'm a teacher and Sarah's a guidance counselor! School comes first. (Dad, Family comes first. Then School.)

2. Be generous. There are a lot of people that don't have what we have. Don't pity them. Help them out. My dad would take turkeys to St. Augustine. He would take socks and new clothes there. He would take school supplies to help "Stuff the Bus." He helped my uncle start a business and my aunt buy a house. He let his brother live in our house and gave him money even when he didn't deserve it. He helped put the roof on our church. He would give extra money, and time, to any one who needed it. He loved my kids and wanted to hand me money or help every time I saw him. (Dad, this is one of the most important things in the world to me. And so many people remember this about you and will never forget.)

1. Say "I love you." Never stop saying it. Say it 4 times in a half hour visit if you want to. Call the answering machine just to say it. And show it. But don't forget to say it. (Dad, now that you're gone, there is no question whether you loved us or not. We know. And we love you. A Lot.)

My dad died 10 days ago, and I didn't know it would feel this bad.

[This sucks.]

Our Experience with the Global Read Aloud!

2011-10-15T22:06:00.000-04:00

So, 4 weeks ago, we started the Global Read Aloud Project for 2011.

Rewind.

During the summer months, I sent the parents of my students a lengthy "Summer Newsletter" to describe some things that would be going on in our classroom ("Room 5," a resource room for students with moderate-intensive special needs) this year. The newsletter contained information on the Global Read Aloud Project aka "The Flat Stanley Project."

I was unsure about participating in this project, but wanted to continue to find ways to teach my students some 21st Century Skills like collaboration, making global connections, and increased communication. I saw this project on twitter, created by Pernille Ripp (@pernilleripp) and thought, "we could give that a try."

In the weeks leading up to the project, I checked the participant list and map repeatedly. Would there be other special education classes participating? Who would we "make connections" with? Would our projects look small, less, or not up to par with those learning in a general education classroom? Would we be able to create these projects, and how would I modify all these things to meet the individual needs of my students?

I'm not sure why I felt these uncertainties. I should know by now that my kids ALWAYS stretch AND reach all expectations placed on them. Why not raise the bar to have them stretch and even leap to meet it?

So, we dove in with Flat Stanley. I wasn't sure, originally, about the book choice. Would we understand this book seeing as though my students are so "literal" and do not relate well to "fantasy" stories? But instead, I collected all the "Stanley" books around the elementaries in the district that I could find to show that Stanley is really quite a popular guy. Then, I decided that we would do what we could in the interest of making this a fun and interesting project. If the kids didn't like it, we would stop. No harm, no foul.

On day 1, I introduced Flat Stanley and the "Flat Stanley Bag." The "Flat Stanley Bag" contained a hard laminated "Stanley," Flat Stanley the chapter book, directions for parents, a digital camera (I bought at Target for only $40 for fear of losing/breaking it), and "Stanley's Adventure Notebook." On Stanley's first day with us, we took lots of photos around the classroom and wrote our piece in the Adventure Notebook as an example of what the kids would do at home with Stanley. Also on day 1, we looked through Stanley's original picture book and the chapter book. We made some predictions and did some talking about real vs. make believe books.

On day 2, we gave the "Flat Stanley Bag" to our first of seven "Room 5 Friends" to take home for the week. We also began to read chapter 1.

As the days passed on, we read and reread chapters to make sure that we understood the main events. Vocabulary in the story was changed so that I could ensure my students would understand the story (example, I changed the word "parcel" to "package."). We spent the entire first week on chapter one and made the class book "Flat Stanley is as Flat as..." Some students needed visual choices for this activity and others needed verbal choices. Some students were able to generate an idea on their own and some needed to see examples of other students' work. By the end of that week, Flat Stanley was as flat as a pancake, a hamburger, a mirror, an iPad, and an envelope.

Third graders with e-portfolios were blogging every other day about Stanley and his adventures. They made predictions based on pictures and chapter titles and posted them on their Weebly sites.

By week 2, we were ready to see what would happen to Stanley next! We read chapters 2 and 3, modified ideas we found online, and came up with a few original ideas. We made some "life-size" paintings of Stanley, each child able to make color choices and paint choices on his/her own. One third grader made his own "Flat Jaguar Stanley" and laughed and laughed at his own idea. We also worked on another class book, "If I was Flat like Flat Stanley, I would..." We had students helping others, being flat like an iPad, hiding in the gym with Flat Martin (our principal has his own flat life sized cut out), taking care of roosters, and riding on the school bus.

At the end of week 2, we planned to Skype with two different classes. I was fearful about "skyping" with general education kids for fear that they would not understand... Another silly uncertainty!

Our two first graders and two kindergarten students "skyped" to Ms. Wilson's class in Atlanta, Georgia. They shared our two class books and our life sized paintings. Then, Ms. Wilson's small group of first graders asked some questions about our town and our weather. We found out that it was "getting cold in Georiga. It was almost 70 degrees!" We laughed and shared that it would get to 38* that night in the Cleveland area!

Our 3 third grade students "skyped" to Mrs. Bond's third graders in Michigan! Our third graders again shared the two class books and life sized paintings. We also got to experience the joys of technology and practice our "waiting skills" while our Skype connection was a little shaky.

The last activity we did during week 2 was coloring our paper Stanley's and getting them ready to be mailed to our family and friends. Some students mailed Stanley to siblings, aunts and uncles, and grandparents. One student mailed his to our special education aide's son in the Marines is Missouri. Another went to the home of our speech therapist, Miss K, and still another went to our friends in Ms. Dunsinger's Room in Cananda!

During week 3, we read a very long and detailed chapter 4. We read this chapter up to 3 times depending on grade level to make sure we understood the main events. We posted on blogs and created flat characters of ourselves! Check out the flat versions of my students!

During week 4, we finished reading chapter 5 and our third grade friends created a Photo Story of the work we had completed.

Wait, the project was supposed to be over after week 4... But we didn't share our Flat Stanley Bag and Adventure Notebook yet! And we didn't get our Flat Stanley's back from our family and friends yet! And we didn't get to check out Ms. Dunsinger's kiddos blogs about our very own Flat Stanley!

Now, as I sit at home on this cold and windy Saturday night, I'm thinking, can we even finish this up in FIVE weeks? Will we push it to SIX? SEVEN?

And I thought this might not go well???? We LOVE Flat Stanley!!!

Another cool thing about this project is that I managed to convince another teacher in our school to participate. I was hoping to convince more than one, but even getting one is such an accomplishment! Mrs. Pagel and her second graders also participated in the Global Read Aloud project, posted projects on the Global Read Aloud wiki, created Photo Stories, created a Voice Thread, AND Skyped!!! Oh, AND made a Wall Wisher, AND made life sized "flat" characters of some teachers around the building AND came to Buddy Read with us during week 3! Thanks Mrs. Pagel!

WOW!

So, in essence, the point I am trying to get to with this blog- OUR KIDS CAN DO ANYTHING!

And, I'm still not sure if any other special education classes participated, but, next year, I am going to be sure to encourage them to!

We cannot wait until next year's GRA and look forward to making even more connections throughout the year!

(Note to skeptics: This project included reading comprehension, listening comprehension, reading fluency, problem solving, story elements, written expression, literary genres, making global connections, practicing social skills, addressing an envelope, writing a letter, blogging, fine motor skills, and communication!!!!)

Our 2011 Classroom Set Up!

2011-09-04T21:01:00.000-04:00

Room 5 has a Pirate Theme this year!

Here is our classroom space as it was set up for the first day of school...

Although, we've already made some major changes...

This is the Circle time/ Play Area.

We've gotten rid of our ball chairs this year, for safety purposes. We loaned them out to other classrooms until we can reintroduce them. We have also covered the play area with chart paper and curtains. This way, during circle time, students are not staring at toys.

This is our computer area, where we have 4 desk tops that were purchased with grant money.

This is the gross motor area. We can change the platform swing into a net swing.

This is the independent work station.

The Pirate House, used as a "safe space" for one of the students in Kindergarten. It has since lost it's roof. Also, the cute inflatable pirate next to the house has found a new home. The little banner also has been removed as have the pictures of cartoon pirates that we Velcro'd to the door.

SMART board and small group table. Alphabet Chant above. Visual schedule icon storage to the right.

Calendar and weather area. iPad station in the right corner.

Dear Superintendent... AND his Response...

2011-09-03T09:45:00.001-04:00

Aug. 2011

Dear Superintendent,

I wanted to write you a quick email to let you know how much I enjoyed the meeting this morning. I felt motivated and positive, after having laughed with you, to go back to school and get to work. As you know, I love the students I work with and can't wait for them to get here on Wednesday.

I want to share something with you however, and it is, in NO WAY, meant to criticize or offend you. I want to share something that I truly hope with you, my "dream" if you will...

Someday I hope that, at a district staff meeting, we will hear the true accomplishments of the students, teachers, and staff here.

Here's what I mean...

Sure, I am proud of the kids who took AP classes and received scholarships. I am proud to have been one of those students who learned and flourished at our High School and I am proud to say I had great teachers. I am proud to say that most of our students are high achievers, have great families, get scholarships, and are part of the National Honor Society as I was. I am proud to think that most of our students "pass the test."

But someday, I hope that you will talk about the real accomplishments of the district.

I hope you will talk about the kids with "disabilities" who can be serviced by our Schools and who don't need to be sent to a "private school" to learn.

I hope you will talk about the Kindergartener with autism who came to school completely nonverbal and, in one short school year, learned how to communicate using an iPad.

How about the kids who come to school speaking another language only, who somehow, with the help of that preschool, kindergarten, or first grade teacher, learn and communicate in English in such a short time?

I hope you will talk about that kiddo with Down syndrome who came to school as a Kindergartener throwing shoes, but who left for Central being fully included in his Science and Social Studies class with his "neurotypical peers," the girl who used to jump off of tables in the hopes of reaching the candy on the highest shelf who can now sit and wait her turn to get her birthday treat, the boy who read an entire decodable reader on his own when some doctor told his parents he never would...

Someday I hope you will talk about the students who bring smiles to our faces just because they are alive and thriving in PUBLIC school.

I know that these are not the things the "public" wants to hear, but they are the things that keep many of us in our schools, working hard, every single day.

Just my two cents...

Morgan
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Here's his response... to the WHOLE district... :) THANK YOU!

Congratulations on another great start!

As I traveled from building to building this week I witnessed true professionals relay high expectations for learning in many, many ways. Whether during Chippewa’s parent night, Hilton’s preschool transition efforts, individual kindergarten assessments being conducted at Highland, or through personal first day conversations about student needs with teachers at the middle school, it is all very impressive. I observed high school class meetings and study halls facilitated with clarity of information and direction and I enjoyed standing in the halls at Central as teachers gently conducted fourth grade first day of school tours.

“You guys” don’t get the pleasure of watching “you guys” work. It is truly inspiring. PLC questions are posted in rooms throughout the district. “I Can” statements are visible on chalk boards and bulletin boards in easy to understand student terms. Parents are buzzing around assisting with start-up needs, while cafeteria, maintenance, custodial, secretarial, and transportation personnel work diligently behind the scenes to adjust schedules and processes to accommodate students and staff. And don’t forget the changes that BeeKeeper staff members are incorporating with half-day kindergarten schedule changes.

We aren’t operating on all eight cylinders yet but; it’s just around the corner. Thank you all for all that you contribute!

After convocation, I thought about a portion of our student population that I wish I would have more fully included in my remarks regarding academic performance. It didn’t hit me until I received an email from a staff member followed by a visit to the middle school cafeteria.

Special needs students in our district are part and parcel to our excellent rating. Advances gained at our middle school last year as a result of an entire staff’s work to incorporate learning labs and to maintain laser-like focus on instruction and intervention necessary to increase capacity for success helped us regain our excellent status.

Special education teachers, instructional aides, intervention specialists and regular education teachers working together district-wide are making a difference. Successes like the Kindergartener with autism who came to school completely nonverbal who, in one short school year, learned how to communicate using an iPad or the child with Down syndrome who came to school as a Kindergartener throwing shoes, but who left for Central being fully included in his Science and Social Studies classes with his "neurotypical peers," are examples of seldom heard accomplishments.

High school students who earn scholarships to college and tearful IEP meetings where parents and teachers share personal, incremental success occur year after year in our district. These and countless other stories like them bring smiles to our faces just because special needs students are alive and thriving in our district. Again, there is much to be done. But, you can stand with pride knowing you are connected with this type of efficacy and excellence.

Our first three day weekend of the year is here. Enjoy the reprieve. You’ve earned it. As stated earlier in this submission, we enjoyed a great start. Please visit the District’s website and view the “First Day” video. I hope you find it entertaining. It provides a three minute representation of the fun I enjoy when I take advantage of opportunities to be with you and students. Have a WONDERFUL WEEKEND.

Thanks again for all that you do!

Reflections of This School Year

2011-06-12T13:20:00.001-04:00

There were lots of things I did this school year that I LOVED!

Then, there were other things...

And it's important to reflect on what went well and what didn't go so well to be able to become better. A better teacher. A better learner. A better me.

First, I'll start by showing you this- My 2010-2011 School Year Goals. Yes, it's true, I sort of wrote an "IEP" for myself.

I set goals for myself and hoped to accomplish them by the end of the school year. I found myself opening this document, reading it, and closing it, opening, reading, and closing, etc., etc., etc.

I found myself changing priorities over the school year.

I found that, the only person who was accountable for this list, was me. IS me.

And the only person who can make me any better, or any worse, is me.

So, how did I do?

Increase parent/family/community communication and engagement

Well, let's see. I did update our classroom blog page weekly and you can see it at http://staff.bbhcsd.org/kolism. This was good, but way too easy. I did not manage to print the Weekly Newsletter for the one family who does not have a computer. Honestly, I did not believe they would be interested in the newsletter, and that was probably just irresponsible of me.

I did manage to get a Swim Party together at my house and 10 of my current and former students along with their parents and siblings attended. This was a great move and really helped parents to get to know each other. It was also something that the kids remembered all year long and asked about for this summer.

I also sent group emails to parents and maintained "Friday Folders" that went home weekly with all of the papers, handouts, and extras from the classroom. This is the best way for us to do this with all of the other folders and books that go home every day from the other classrooms.

I did not manage to plan monthly outings and I did not have a monthly door decorator. I also did not schedule any "mystery readers" nor did we manage to have third grade e-portfolios ready for "student-led parent teacher conferences."

On the this goal, I would this "Not Yet Mastered."

2. Integrate more technology.

Thankfully, we have the resources here, and I have the passion for this goal to be possible. But did we do it?

My first objective was to check into Weebly.com to set up some e-portfolios for my 3 third grade students. Done! We set them up, chose our backgrounds, learned how to manage text, paragraphs, photos, icons, and took our spelling tests here weekly. We added some of our best work and lots of photos. And we'll pass these on to our fourth grade teachers to see our work!

These 3 e-portfolios were going so well that we added our second graders as well. I set up 2 more sites on Weebly.com for my 2 second grade students. We will get to continue working on them next school year.

I set up our BoardMaker activity pads and got good use out of them for the 2 quarters of school... until we discovered, wrote a grant for, and received our iPads...

We learned and relearned all of the computer vocabulary that we had worked on last year and know the parts of a computer and now, an iPad.

We were also able to integrate web sites for literacy such as Wordle, Glogster, and VoiceThread this year with all of our students, K-3, in Room 5.

We used the Flip Camera all year and the end of the year video was a success!

Goal 2 was definitely successful!

    3. Integrate more functional skills.

This is a tricky one. I always find it difficult to balance academic work, behavioral and social skills work, and functional skills (like hand washing, setting the table, pouring milk, becoming independent with daily tasks).

There are only so many hours in the day. And I STRONGLY believe that our kids with moderate/intensive special needs (or whatever you may call them), should be learning things that are "standards-based" just like all the other kids in the school. They need to learn to read because they CAN read. And what about addition, subtraction, telling time, counting coins, graphing, multiplication, etc. But then, identifying feelings in yourself and others, sharing, turn-taking, self-calming, learning intrinsic motivation, making friends, sustaining play, playing cooperatively, etc., etc., etc. are all important too. And then when do I teach setting the table, washing your hands, folding towels, sorting laundry by color, sorting silverware in the silverware tray, reading food labels, identifying safety signs, and all the other important stuff?

So, this year, I tried to find a better balance with some collaboration and help from the Speech and Language Pathologist too.

Some of the functional skills that various students, or all 7 students, worked on were folding towels, setting the table, using calculators, telling time, using a computer, keyboarding, counting coins, passing food during holiday celebrations, taking turns, playing board games, playing outside games, frosting cupcakes, following recipes, identifying feelings in self and others, self-calming strategies, learning phone number and address, identifying emergencies, calling 911, and talking to police officers, firefighters, and paramedics.

I think we did well here, but would like to improve even more next year. We are going to make our "Police Officers, Firefighters, Paramedics, and Emergencies" Unit even bigger and practice using a special phone from the Broadview Heights Fire Dept. to practice calling 911 in the event of an emergency. This is a concern as our students get older and we want to begin helping to bridge the gap between emergency service personnel and kids with special needs.

4. Improve classroom structure and organization.

I only had a few objectives here and need to change them again for the next school year. Our classroom has to change each year based on the needs of our students and changes year after year. In an ideal world, we would get a bigger classroom. We'd have various one to one teacher stations, independent stations, a play/leisure area, a gross motor area, a place for the OT, a place for the SLP to come in for therapy, a space for our computers, and more! But, we work with what we have, so we'll need to make changes again. This year, our room will have a "pirate ship" as a self-calming space for one of our incoming students.

5. Establish a better PLN to collaborate, contribute, LISTEN

Wow. What a year it has been for the "PLN" and "PLC" movement. I didn't have to do much here other than read my twitter page, read blogs, write in my own blog, and listen to my own school district. We are building PLCs for next year in our own district and thus, collaboration!

Plus, #edchat and #spedchat whenever I can participate.

Plus, the Reform Symposium from last summer and the one coming up at the end of July.

Plus, my twitter friends, my blog readers, my favorite blog posters, those who comment and RT...

This one was easy. Mastered and Continuing.

So, in terms of "my own IEP," I think I did well.

Another successful year.

Did you set goals for yourself this year? Did you accomplish them? Did you forget about them? Did you have time to work on them?

Reflections on 3 students over 4 years... Success!

2011-06-04T13:03:00.000-04:00

Monday, June 6th will start the very last week I have as the teacher of the three most energetic, loving, gentle, funny, lovable, smart, and amazing little kids I have ever known.

Because I teach special education, I can't use their names. But will refer to them as students M, H, and O. (A, B, and C or 1, 2, and 3 just seems too impersonal). And please forgive me if I give too many details or not enough. I am already crying while typing...

A little background first- Four years ago this week, my principal (now retired), another special ed. teacher, and I were sitting at a table discussing the future of special education at our school. A new "unit" would be started at our school and who would be teaching it? It was for kids with more intense special needs, and I was running the resource room for kids with LD and other more mild/moderate disabilities. The other teacher was doing more inclusion and a bit of resource room as well for mild/moderate kids too.

Suddenly, like a lightning bolt from God, I blurted out, "What if I do it?"

The principal stared at me, and I have no idea what she was thinking at that moment, even to this day. The other special ed. teacher looked pleased.

"No, seriously, what if I do it? Then, she could take my job now, and you could hire or move a 50% person to do the rest."

"Let's think on this," our principal said. And we left it alone for the remainder of the day.

The next day I went to her. "I want to take it. I called the state to see if I could teach in this room. I can."

I had no idea how these two conversations would change my life for the next four years... And how much I believe that this idea really did come right from God.

Enter today, June 4th. I'm preparing for my last week with my first 3 students in this "unit." Other kids have been in the "unit" which we refer to as only "Room 5," but none as long as these three.

They came to me as Kindergarteners, students M, H, and O, and they will leave for fourth grade as my greatest accomplishments in life, the people I am most proud of, the ones who've changed my life like no one else ever could.

Student M. She came into Kindergarten and I had no idea what to expect. She was a bubbly, bouncing, happy, angry, smart, sweet, little girl who had one thing on her mind- SUGAR. My little Student M would run, sprint, push through students or adults, go into other classrooms, scale walls, jump from tables and chairs, or climb up cabinets to get to cupcakes, donuts, or candy. We would chase after her and needed the help of a behavior/autism specialist who actually told us "I have never seen a student like this." After we had exhausted her ideas, we did our own FBA with the help of our own school psychologist.

Today, in third grade, my beautiful little Student M still loves her chocolate. She loves those cookies and ice cream. But you know what, I have had a bowl of Hershey's Kisses on my desk for over two weeks, and she has not taken even one! She has asked with full sentences if she could have one, maybe once a day, BUT she has NEVER taken one!

Success!

In Kindergarten, Student M would run from adults when they asked her to complete undesirable activities. She would run to another room, she would run down the hallway, she might even run out the door. The principal even had to make the difficult decision to put an inside lock on the gym door that led to the parking lot so that my precious little Student M would not run out and get hit by a car. The lock would at least slow her down.

Today, in third grade, Student M is able to play outside, on the grass island in the middle of the parking lot with us with only the words "Stay on grass please." No worries of running off, getting hit by car, going anywhere.

Success!

And today, in third grade, Student M is learning multiplication. I never imagined... Four years ago, I never imagined... Comprehending chapter books, using the computer independently, typing, using the iPad, reading independently, following directions, participating in conversations...

Success!

These are just a SMALL, SMALL portion of the successes and progress that she's made. She's amazing. A-mazing.

And she's changed my world. Forever.

Student H. Wow.

Student H came to me in Kindergarten with limited interests and lots of self-stims. He'd trialed lots of "programs" and had lots of tutors and his mom told us then "He hates balls. He hates sports." During Kindergarten, when his class did the "Alphabet Chant" and hand movements, Student H would stand and flap his hands and vocalize. He rarely used any expressive words. He rarely did anything independently. He didn't play anything reciprocally and would've preferred to flip cards all day long. He never protested anything. He didn't appear to attend to much, and I wasn't quite sure if he was learning anything I was trying to teach him.

Today, in third grade, Student H can give expressive answers that are understood! He can use his talker to give his responses too! He can complete up to 20 minutes of work independently that includes using a calculator to solve addition and subtraction problems. He can read independently and answer comprehension questions. He can comprehend chapter books on a third grade reading level when read aloud to him. He can laugh at the funny parts. He LOVES sports. He plays basketball and could spend hours throwing and catching a ball outside. He plays with Play-Doh, Moon Sand, and in the sand table. He uses the iPad and selects the games he likes. He pushes things away that he doesn't like. He types, spells, labels objects, uses an e-portfolio, counts coins, tells time to the hour and half hour...

Etcetera, etcetera, etcetera.

Success! Success! Success!

There is no limit to what my Student H is going to be able to do. He has become my inspiration. Just when I question a kid... I'll remember Student H... and BELIEVE... because they can ALL learn and they are ALL learning, even if it doesn't always appear that way.

And last, but never least-

Student O.

This kiddo and I had a rare connection from the day he walked into my world. He was "my guy" and I was "his best teacher" and he would spend every day for the next four years telling me so. "You my best teacher," he would say, my heart melting.

In Kindergarten, this guy was a little angry. Writing was hard so he would throw his pencil across the room. He didn't like his aide so he would throw his shoes at her. Reading was unnecessary to him unless the cards had pictures of Winnie the Pooh or Dora the Explorer on them. Math was out of the question. Playing outside was not a choice. Sharing toys was an outlandish request. Student O did what he wanted when he wanted, and then he turned on the charm. "I so sorry Kolis. I not do it again. You my best teacher."

In first grade, my guy refused to use the bathroom at school to have bowel movements. He would get stomach aches and refuse to go into the bathroom. "It dirty Kolis." "I no use the bathroom." "I no sick."

In second grade, we had to do extensive lessons on personal space vs. social space, touching other kids, asking for hugs, and being more socially appropriate. "I hug you Kolis."

Today, in third grade, my guy, Student O, is adding, subtracting, counting coins, writing complete sentences, typing, maintaining his own e-portfolio, telling time to the hour, half hour, and quarter hours, measuring, using measurement tools, giving oral presentations to the class, and is still included with general ed. peers for science and social studies. He reads, he practices sight words, he comprehends chapter books. HE USES SARCASM and tells jokes! He maintains friendships with other kids with disabilities AND general ed. peers. He plays outside and runs outside and even uses bubbles!

He is "my best guy" and I am "his best Kolis."

Success, Success, Success, Success....

I'm not sure how, at the end of this week, I will be able to pass them on to the fourth grade, to the next district building, to the Central School. I'm not sure how I will be able to pass their materials on to another teacher, another IEP team, another "case manager."

I'm not sure that I will be able to say "goodbye."

I know that change is good, and I know that Student M, Student H, and Student O are ready...

But I'm not sure that I am...

A Way to Express It All... May 15th, 2011

2011-05-15T11:13:00.002-04:00

It's been awhile since I've written a blog post because I have been such a mix of emotions this school year. There have been issues that I would love to write about, but so many are confidential or just plain unprofessional to post publicly. Some are just frustrating and can't be expressed in any sort of words that would appear as anything more than complaints. And I can't complain about my life, my job, my work. I love this work, but there is so much more work to be done...

So today, I have just created a word cloud of what I am thinking and feeling in an effort to express myself this May 15th, 2011.

Autism Awareness. What does that even mean?

2011-04-01T10:05:00.000-04:00

April is Autism Awareness Month.

But what does that really mean?

Because, if your life is not affected by kids or adults with autism, are you aware? Do you need to be aware? What do you need awareness of? Are you even interested in being aware?

Instead of quoting the facts from a book or web site (which, if you're reading my blog, you could probably quote word for word anyway), I plan to give some personal autism awareness facts...

1. Kids with autism are lovable. Daily, I see a little girl with autism who smiles, giggles, and hugs me. Sure, a handful of her hugs are meant to cause "deep pressure," but the other handful, pure affection. She calls school "Miss Kolis school" to differentiate it from "summer school" or "dance school." When given the sentence "My best friend is... " she says "Miss Kolis." She is the most lovable little girl I have ever known.

2. People with autism can communicate. Just because someone cannot use their vocal chords to speak to you does not mean they don't communicate. Gestures, facial expressions, body language, and hand movements have never been so powerful! And the day that one of my students used both a Dynavox Xpress and an iPad to tell me that using the Dynavox Xpress made him "sad' and using the iPad made him "happy," language had never meant so much. (No disrespect to Dynavox, another one of our students loves his Xpress!)

3. People with autism are ALL different. In the 8 years I have been a special ed. teacher, I have spent nearly 4 years working with students with moderate-intensive special needs. And in those 4 years, I've worked with 6 kids with autism. NOT ONE of them is similar. NOT ONE of them learns the same way. NOT ONE of them uses the same ways to communicate, nor has the same sensory needs. EVERY PERSON with autism is so unique. And we value their individuality every day.

4. People with autism are true to themselves. I have never known a person with autism to feel embarrassed or really to give a hoot what other people think of them. One student with autism loves to eat raw onions. He doesn't worry about his breath or the fact that other people think its a little unappetizing to see him eat raw red onions. One of my students with autism needs to see the pictures in the book or the icons on the schedule. And when he can't see, he gets up and gets closer, takes a look, and then returns to his seat. He helps himself without caring what the others may think. And, while I understand that we work on social skills and therapies, etc., etc., I admire the sense of self that I believe my students with autism have.

5. People with autism can learn! In the four years I've been privileged to work with kids with autism, every single one of them has been able to learn and grow more than I could have ever imagined! And when people ask "Can that kid really learn?" I can respond with "Yes, he learns. And he's had to learn about 3 times more than the typical kids have. He's learned what numbers are, how to count with them, and how to add. He's learned every step to wash his hands when other kids just knew how. He's learned to control his impulses when a teacher asks him to sit in his chair. He's learned to read your facial expressions. And he's learned to walk in the hall with his class. And on top of all that, he's also understanding chapter books and learning to type." OF COURSE HE LEARNS!

6. Our classroom loves kids with autism AND kids with all types of abilities and disabilities! Whether it's Autism Awareness Month, World Down Syndrome Day, or the celebration of any diversity, ALL kids are welcome in our classroom. If you need to stand to do your work, come on in. If you need to run 8 feet every 20 minutes, come in. If you need to vocalize in the middle of a picture book being read aloud, come in. If you like to eat only the chocolate chips out of a chocolate chip cookie, or only eat yogurt at school, or eat only white foods, come in. If you need to swing in between subject areas, or jump on a trampoline, come in. If you use an augmentative assistive communication device, you are welcome. If you like to color the tree purple and black instead of green and brown, we want you. If you say "5 school" instead of Friday, come in. If you smile and clap over your head every time you are able to feed yourself with a spoon, big claps to you, come in! If you can comprehend a chapter book given additional visuals, learn to add using touch points, and love Dora, Clifford, Barney, Mr. Rogers, Piggie and Elephant, Winnie the Pooh, Diego, Word World, Arthur, the Princesses, Thomas the Tank Engine, or Elmo, our room is the place for you.

So, April is Autism Awareness Month. And in Room 5 at Hilton School, we want you to be aware that, if you don't know and love someone with autism, you are really missing out!

More on Differentiation... Real Strategies.

2011-03-06T10:27:00.000-05:00

Back in July of 2010, I wrote a post called Differentiation: Stop Rolling Your Eyes...and I was reminded this week why I so strongly believe in the concept of "differentiation" even if it is a "buzz word" or a "passing fad."

I don't believe it's a passing fad because it can never get old to teach ALL kids.

Nonetheless, this week, our district provided us with some professional development on "differentiation" by bringing in speaker and author Dr. Michael Optiz. Dr. Optiz has written many books such as Do-able Differentiation and Literacy Lessons to Help Kids Get Fit and Healthy. Dr. Opitz gave some great ideas, shared some great children's literature, and was a generally nice and knowledgeable man.

While I found Dr. Optiz and his suggestions worthwhile and meaningful, I also believe its important to remember that meeting the needs of all learners does not have to be some elaborate plan or something you've planned weeks in advance. Differentiation is good teaching.

Because I believe that differentiation is something I do well (because I have to do it every single day because of my job!), I would like to share some more ideas for easily differentiating in the classroom (for more ideas, please see the post from July 2010, "Differentiation: Stop rolling your eyes...").

1. In an elementary school science class, students often work on concrete concepts such as categorizing animals or the digestive system. Make a few extra visuals for your visual learners. Put a copy of the visuals on the students' desks who might need an extra visual or two to understand the concept. Reference the visuals by walking by and tapping the correct visual when you are speaking about a topic. Where to find the extra visuals? Try Google Images. It's free!

2. In addition to extra visuals, maybe some students need to move items during instruction (tactile learners). Try to make some file folder tasks that the students might be able to manipulate during the lesson. File Folder Tasks are easy to make and can be used year after year. You might need to invest in some Velcro, but often you can find it cheap if you look in craft stores for "hook and loop" tape or straps. You can also think about writing to Velcro and asking for any "scraps" that they can share. They've sent our school two big boxes of Velcro!

Here are some sites for file folder tasks that you can print out and use:
- File Folder Heaven
- Enchanted Learning File Folders
- The Virtual Vine
- File Folder Fun
- My File Folder Games

3. Graphic Organizers. Sure, it's good practice to use graphic organizers with everyone, right? But some kids may need graphic organizers to organize their thoughts about a story they just read, about the social studies content that was delivered, about the writing they plan on doing... Graphic organizers are an easy way to make reading, writing, and learning more visual and organized.

Where to get pre-made graphic organizers?
- Reading A-Z. If you are lucky enough to subscribe, there is a HUGE library of graphic organizers. If you don't get Reading A-Z, wait for their Open House in May and check out their resources!
- Freeology.com : Free Printable Graphic Organizers
- Education Oasis: Graphic Organizers
- Teacher Vision: Graphic Organizers
- Super Teacher Worksheets: Graphic Organizers

4. Leveled Readers. Find different books on different levels on the SAME TOPIC. If you are reading about dinosaurs, find a picture book, an I CAN READ book like Danny the Dinosaur, and a nonfiction reader about dinosaurs. Flexible groups can read different books and then the whole class can have a discussion on dinosaurs. Do the same with other concepts.

5. Do all of the kids need to take the dreaded "timed test" for math facts? How about having different ways to assess math facts? I haven't seen a content standard that says "Student must complete 5000 addition facts in 5.2 seconds," have you? Why do we even give those timed tests anymore? I thought we were looking to create thinkers who use different strategies to get to the same answer. What if some kids took the timed test while others played an addition game on the computer like "Adding Bricks" and others played an addition game on the iPad like "Math Magic" and others used the Touch Math strategies to be able to answer the facts?

Now, how can you apply these SIMPLE strategies in your classroom?

Our Lil' Ole List of iPad Apps

2011-02-19T23:17:00.000-05:00

Check out our new list of Apps That We Love.

Verbal De-Escalation- "Exactly As I Planned It?"

2011-02-12T20:47:00.000-05:00

Verbal De-Escalation.

If I could have a dollar for each time this has been said in our district in the last several months, I might have a check for equal my bi-weekly pay check.

Regardless, I haven't had to use my powers of persuasion in some time.

Sure, daily, there are small occurrences where I have to use these skills on the surface, but I haven't had to verbally de-escalate a child before he hit me with a chair or spit on me in almost 3 years.

You might be thinking, WOW, you are spoiled. Yes, yes I am. I have great kids. I have great kids who have great parents.

I also have great special education aides.

I also choose to believe that I make good behavior plans for kids with special needs and also maintain great rapport with my kids.

I am not trying to toot my own horn (yes, I said toot), but this is something I feel I excel at, and there shouldn't be shame in knowing your strengths.

Anyways...

There isn't often a time in special education, or in education at all, when you can say that something went "exactly as you had planned." In fact, I can't remember the last time I planned ANYTHING in my life that worked out exactly the way it was supposed to. Not my personal life, not my professional life, and certainly not in my classroom, where flexibility is the law of the land.

I try to live by the rule "God laughs at people who make plans," and although I always have a plan, that doesn't mean I ever use it.

This is the reason I have to write a blog about the perfect "verbal de-escalation."

Let's start with some background.

Student with special needs. Age 9. Good comprehension level, verbal. Needed to be verbally de-escalated once in second grade, few times in first grade, more than a handful of times in Kindergarten. Has had several behavior plans over the years starting with positively reinforcing with extrinsic rewards, moving towards doing nothing more than a simple count of 3 before completing a desired behavior.

Stop.

When I say desired behavior, what do I mean? Do I want this student to be nothing more than a little soldier completing tasks and activities that have no meaning and rewarding him with treats like you would with a dog? NO.

I take issue with the blogs and statements going around stating "rewards don't work." I think, as is everything related to education, it should be individualized.

Regardless, desired behavior means participating in a small reading group, typing into an e-portfolio, problem solving, measuring, adding and subtracting, telling time.

This student loves the computer. He is motivated mainly by the computer and is also ruled by a routine. He has been my student for over 3 years.

It's been cold, we've had indoor recess.

During indoor recess, my students choose from a "Choice Board." There are 5 choices on the Choice Board and the students need to find their picture and place it under the visual icon of their choice. Typically choices include "blocks," "puzzles," "sand table," "play area," "computer," "Play-Doh," "Moon Sand," "iPad," or "books." Choices are changed weekly and some items are removed.

On this day, we had had indoor recess for at least 5-6 straight days. I had not changed the choice board in 5 days and most of the students (5 of the 6) had made the same choice on all 5 days. On this day, I changed the choices. I took OFF computer.

This sent my 9 year old into a rage. He saw this during a different activity in the morning and knew immediately what it meant. He saw it and looked at me like I had shot someone. How could I?

I anticipated this. Change to the routine makes for frustration and behaviors. We know this, and we plan for it. It's the reason I changed the board. We have to learn to deal with these frustrations. We have to learn to use the strategies we've learned over and over and over again. We know what anger looks like, what an angry face looks like, what anger feels like. We know some strategies to use when we feel mad. But if we never practice, why bother?

So, my 9 year old started to cry. And then he started to yell at me.

"Calm down. Computer is off the choice board for lunch recess only. It will be back on for afternoon recess, " I said calmly.

"No!" he said. "I play computer!"

"I'm sorry, but we'll have to make another choice for lunch recess, " I said. In my own head, I was talking to myself, using my own verbal de-escalation. Remember to stay calm. Remember to use a calm voice.

"No!" He shouted. He climbed under the table.

"We'll have to finish our work now, please come out from under the table or we can go to time out." I said.

Our Time-Out chair is in the middle of our circle carpet, not in a restraining area. In the time-out chair, the student would be asked to sit in a chair, for 2 minutes only, with a visual timer.

"I not sitting in the chair!" He shouted.

"Okay, please sit down in the chair or I will write on your daily report. I will count to 3, you can make the choice.... 1... 2..."

I was still being calm. I kept talking to myself inside my head (stay calm, stay calm, he's getting madder).

He walked over the chair, sat down backwards, and began to slam the chair legs into the ground, rocking backwards in the chair. Fortunately this did not look unsafe, so I sat down in a chair next to him.

Luckily, my special education aides are amazing. At this time, rather than have other 6-9 year olds watch this small scene, they asked the other students to take a walk and help get mail from the office. The other students went for a walk and I was left with the student and one aide.

I began to talk to the student calmly about the indoor recess. He was still really mad. He stood up and began to lift his chair.

"I know you don't plan on throwing that chair. That would not be a good choice." I said.

He put it down.

He walked over to me.

Spit started to form at his lips.

"Don't you even think about it." I said.

He stopped.

He walked over to the shelf full of shoebox tasks. He looked up. He appeared to think about climbing the plastic shelves. He appeared to think about pulling the boxes from the shelves. He stopped himself before doing either of these things. I was silent.

He walked over to the movable wall in our classroom. He put his hands out as if he was going to push it over. He stopped himself. I was silent.

He walked over to the window sill. He began to lift a leg like he was going to climb. He stopped himself. I said nothing.

He walked back over to me, turn his back, and put his hands on his hips.

HE HAD STOPPED HIMSELF 3 TIMES! He was internalizing! He was thinking. He was making choices! Good Choices! In the midst of his angry "rage."

"Did you hear when I told you that computer would be back on the choice board for the afternoon recess? I only took it off for lunch recess. And look at the other choices. We could play a game, do a puzzle, play Toy Story 3 Memory, or play with Play-Doh. You like all those things, remember?"

"Oh." He said.

He looked back over at the Choice Board.

He looked back at me.

He looked over at the board again.

"Okay Miss Kolis. We play a game."

He reached out to hug me.

It was over. We did it!

He managed himself! He did it!

And the whole thing worked out exactly as planned! And how often does that happen?

Um, next to never? Never? Yep. Never.

Which is why I had to write about it.

That's a good day. Stressful. But good.

Our Love Affair with iPads Continues...

2011-02-01T11:50:00.002-05:00


"Shake it like a salt shaker."

We continue to be happy, excited, and amazed at the uses of the iPad in our classroom. The iPads have not lost their luster for us and we're continuing to find more educational uses every day!

1. We're examining using the iPad as an augmentative communication device. We're working with our county communication specialist and trialing other devices, but we're particularly in love with the iPad for one student. And, the student is in love with the iPad as well!

A bit of background- "Student" started trialing the BoardMaker Activity Pad as a communication device. This is a low tech device that is not commonly used for communication, but it was the best we could do to start. He has formerly tried the Tech Speak. Then, we tried the Dynavox Xpress, my personal favorite. Another student in our class uses this and I am a big fan. It's easy to program, easy to use, easy to learn, small, light, easy to carry, etc., etc. Next, we tried the FRC ComLink. We were happy with this, but it had more disadvantages for our student than the Dynavox Xpress. Then, while we were waiting to try the iPod Touch from the county, we received a grant from the BBH Schools Foundation for 2 iPads for our classroom (THANK YOU!). At that time, we decided to have "student" use the iPad and see how it went.

We thought "Proloquo2Go" would be best, but couldn't put out the $189 it cost. We also discovered that "student" loved to type and is a great speller, so we decided on "Speakit!" instead. $1.99 or less is right up our alley!

To make a long story short, we went back to the Dynavox Xpress to see if "student" would access the keypad.

Then, after two days with the Dynavox Xpress, "student" used the device to say he felt "mad." I thought for a minute and asked him "Do you feel mad because I gave you this talker?" He typed "yes."

I asked "student," "Would you be happy if I gave you the iPad back?" He typed, "happy."

I handed him the iPad. He turned it on, swiped to unlock it, found the Speakit! App, and typed "i am happy."

Could it be more perfect? He advocated for himself. Done.

2. We've started to "microblog" on Twitter.com. Students are now typing sentences, with reminders for correct capitalization and punctuation, on twitter! We attempt to "tweet" regularly, and we enjoy when people tweet us back. We are also hoping to attract more of our parents to twitter this way as well. You can follow us @Room5Friends.

3. The iPad is one more tool in our toolbox for SHARING! Because one "student" often takes one iPad with him to specials classes as his augmentative communication device, we sometimes only have one iPad left in the classroom. This can only mean one thing- we will need to share! And what a great tool to learn on!

Here's our action research: Two students wanting to use the iPad during "choice time," and only one iPad available. Both students have "engaging in parallel or cooperative play with other students" written in their IEP objectives. Let's see what they can do. We placed the iPad in front of them as a type of authentic assessment. We said, "Now boys, we need to share. Johnny can play one game, and then pass to Jack for one game." We proceeded to walk away.

The special education aide and I watched from 4 feet away. Johnny started with Thomas the Tank Engine Game pack and played one game of Thomas memory. He slid the iPad to Jack. Jack played one puzzle on the game pack. He slid the iPad back to John. John clicked out and went to the 5 Little Monkeys App. Both boys delighted in the songs. When it was over, John slid the iPad back to Jack. Jack did another Thomas puzzle. Then, luckily, it was lunch time. How awesome!

4. We're going to begin reading a chapter book solely on the iPad. Beezus and Ramona, here we come! Although we'll supplement this chapter book with many visuals and other activities, we will be reading this book in class on two iPads and a Kindle. Reading books in more than one medium? Who would've ever thought that a ten year old with autism would have these opportunities in the year 2011? Amazing!

5. Motivational Tools. Honestly, I hope these iPads aren't a phase. And if they are a phase, they are certainly worthwhile. Because we are surely getting a TON of learning done while using the iPads as motivational tools. And, I know some people may say they are expensive motivational tools, but I believe they are worth every penny.

Checking out the iPad while waiting our turn at Therapeutic Horseback Riding

6. The educational apps are limitless. My student who loves to play "Cookie Doodle" is working on following directions and measuring. She sees measuring cups, measuring spoons, ingredients, recipes, etc. and must follow directions like "pour the vanilla" and "shake the salt shaker" and "mix the batter." It's multi-sensory because we do the same thing with the real items in the classroom! It's a built-in follow up lesson!

7. And did I mention the kids LOVE them? We love the iPad. LOVE. And we still play with Play-Doh, Moon Sand, blocks, the sand table, other sensory activities. We still follow real recipes; we still read real books, complete file folder tasks, and shoebox tasks. We still swing and play outside. But now, we have more technology to integrate and use. We have one more tool in the toolbox.

And we'll keep sharing. BECAUSE WE ARE IN LOVE.

Challenge Me with Chapter Books!

2011-01-29T13:40:00.000-05:00

After reading the book Out of My Mind by Sharon Draper, I couldn't help but wonder...

What are my students thinking that they can't express to me?

Is our content watered down? Are they wondering why we are learning similar concepts year after year, sometimes with the same trade book, the same Brain Pop Jr. video, the same SMARTboard lesson?

What have my third graders been trying to show me, or tell me, that I haven't been listening to? Have I challenged them enough?

And so...

We started a new adventure.

Chapter books.

Chapter Book #1- Freckle Juice by Judy Blume.

I wasn't fully prepared, but I was ready to learn as we went along. I figured the kids would show me what they needed and I would adjust as we went along. We started with predictions, a picture walk, an explanation of what a chapter book is, a reminder of what authors do, and how famous an author Judy Blume really is. Homework included "Googling" Judy Blume and writing down other book titles and also rereading the chapters we read during the school day.

We also began to fill out a graphic organizer on EDU Glogster which can be found here- http://morgank18.glogster.com/frecklejuice-graphic-organizer/

Then, as we read the first chapter and I prompted my friends to have "listening ears," to "keep listening," and to "listen for two more pages," I realized that perhaps we needed more visuals. Why didn't this occur to me earlier? I know my students are visual learners, they need visuals, right? Yep.

This prompted us to create "notebooks." We added pictures as we read each chapter to make the reading come to life, visually. We also visually defined the characters, the setting, and some vocabulary.

We also decided that, after reading these short chapters, we should take smaller comprehension quizzes, rather than a summative quiz at the end of the book. The quizzes were also visually based, using most of the same visuals created for our "notebooks."

Then, we started adding to our e-portfolios.

We added "Wordles" and some "Thinking Stems" that we wrote together in class, then typed individually.

As a final project, we created simple "portraits" of the main character, Andrew.

Lastly, we created a file folder to put in our "Independent Work" area to be able to maintain the vocabulary words we learned with this chapter book.

All in all, I think I learned some valuable lessons from my third graders with autism and Down syndrome here.

First, USE VISUALS.

Second, REREAD AND REREAD AGAIN.

Third, REVIEW NEW VOCABULARY REPEATEDLY.

Fourth, THEY CAN DO IT!!!

Hooooooray for us! We'll next be venturing into reading a chapter book on the Kindle for iPad App. Wish us luck:?

We're "Microblogging!"

2011-01-11T15:54:00.001-05:00

We're "microblogging" from Room 5! We used our iPads today to write and send tweets on Twitter. How cool! Check it out!

The Debate over iPads in Education

2011-01-08T11:14:00.000-05:00

This week (specifically on Jan. 4th, 2011), the NY Times came out with an article embracing the iPad called “Math Moves: Schools Embrace the iPad.”

Most quotable and applicable to our Room 5 needs in this article was this statement by the author, “school leaders say the iPad is not just a cool new toy but rather a powerful and versatile tool with a multitude of applications, including thousands with educational uses.”

Immediately following, “A Pointed Response to the NYT Article on iPads in Schools” was posted by the Humanities, Arts, Science, and Technology Advanced Collaboratory.

This response began by stating that “if you change the technology but not the method of learning, then you are throwing bad money after bad practice... The downside is that it is not a classroom learning tool unless you restructure the classroom. By that I mean, there is no benefit in giving kids iPads in school if you don’t change school.”

Sure. Points taken. iPads are incredible, but are toys if not used properly… But ARE THEY?

In Room 5, we are currently using the iPads (that we received with a generous grant from the BBH Schools Foundation) in many different ways and for many different reasons.

If you’ve been following along, you know that Room 5 individualizes for every student. So, its easy to say that every one of my 8 students has already used the iPad with a different purpose.

Here are some of the ways we’ve used the iPad:
1. A student with autism who is fully included in the “regular” classroom got upset in class. He came to Room 5 for some cool off time. As he jumped on the trampoline, he continued to cry. I lured him to the table with the iPad and started to play Toy Story 3 Memory with him. 10 minutes later, he was ready to go back to class. In those 10 minutes, I engaged this student with autism in turn taking, practicing the words ‘my turn’ and ‘your turn,’ and in tons of language as we named the characters from Toy Story 3 and used social game playing language such as “good job” and “way to go.”

2. A student with both autism and Down syndrome is pretty difficult to motivate sometimes. A simple photo of the iPad in a “First-Then” schedule helps. This student knows, “First I do my work, Then I get the iPad.” Without the promise of the iPad, we got maybe 3 sight words receptively identified in a 15 minute time period. With the iPad yesterday, we got 40 words receptively identified in a 15 min. time period. 15 minutes of work then 5 minutes on the iPad where fun and musical programs are work in disguise!

3. I sit next to the student using the iPad. It happens, but infrequently, that I leave a student alone with the iPad. I sit next to them, prompting for language and other skills. ALL of my students need practice with more social language and more vocabulary. The iPad is helping with that.

4. A student with autism who is nonverbal but loves to type and spells many things correctly or phonetically is currently using the iPad as a communication device with the App called “Speak It”. While the iPad costs $499 (give or take the cost of the communication App you want), another communication device from a company like PRC might cost close to $7400! I could buy 14 iPads for the cost of one Vantage Lite. (Sure, there are arguments to be made here about durability, customization, etc. and we recognize that. )

5. Multi-modal teaching. As a special educator, I know that I need to teach using all of the multiple intelligences and all of the modalities (visual, auditory, tactile, etc., etc.). The iPad is just one more tool in our arsenal of strategies. Here’s an example: With my Kindergarten students, we are currently working on ‘beginning sounds.’ First, we look at objects that all start with one sound. These are fun little toys and we name each of them verbally and feel and touch each object, then trace the beginning letter with our finger and make the sound. Next, we look at pictures of objects to practice beginning sounds. The pictures are first paired with the written word, then appear just as picture icons. We practice saying the word and making the beginning sound. Next, we move on to 3 or 4 pictures and point to the picture that starts with the verbally given sound. THEN, we can introduce Apps on the iPad like “Word Magic.” Word Magic shows a picture and the remaining letters of the word and asks the user to receptively touch the correct beginning letter out of a choice of 4. It even provides it’s own positive reinforcer if the user answers correctly and says things like “Try again” if the user guesses wrong. It ALSO gives a score on the side saying how many the user got correct on the first try and how many were incorrect. Hello data collection! Just in beginning sounds lessons alone, we’ve reached the auditory learner, the visual learner, the kinesthetic learner, the intrapersonal learner, the 21st Century learner!

5. Apps that promote more language AND are motivational are exactly what we look for in any “tool” or “strategy” in special education. Apps like “Sentence Builder” and “Monkey Preschool Lunchbox” do just that. (I’ll be writing a post about the Apps that we commonly use most in Room 5 soon.)
Now. You might be thinking that I am using expensive toys to motivate my students. You might be thinking that I could do the same with the computers we already have, a musical keyboard, an exciting new book, or even the promise of recess (that costs nothing at all). And sure, you may be right. (Although eventually we hope to get into more advanced uses of the iPad like blogging and tweeting from different school locations and reading chapter books in Apps like “Kindle for iPad.”)

But, consider this. My students, those with moderate to intensive disabilities, are living in a world where they will constantly be struggling to compensate for their difficulties and come up with new strategies to deal with life’s challenges.

Aside from the fine motor, decoding, encoding, math computation, math reasoning, musical, and art skills that they can acquire from the iPad and it’s Apps, why not arm them with more “21st Century Skills?”
The tech world and society are moving towards the “touch screen,” scrolling pages, hand held devices, social media, and digital literacy. Why not move ALL our students along as well?

The possibilities here are endless.

And we’ll keep writing about them and sharing our experiences.

OUR possibilities are endless.

Out of My Mind by Sharon Draper

2010-12-27T14:12:00.000-05:00

Last night, I finished reading Out of My Mind by Sharon Draper, a book recommended to me at least 3 times in the last month.

A summary and Q&A with the author can be found here.

As I sometimes do, I want to share my feelings about this book, as it pertains to special needs.

First, I have to acknowledge that this book is fiction. And I was caught in the first chapter by a spunky 11 year old who has cerebral palsy and has never spoken a word. I love her. I know her. I talk to her every single day. And yet, she told me so much in this book that I didn't know, that I should've known.

Second, I was unaware that this book was written for "younger readers" as I was reading it on my Kindle. How awesome. What a great way for students to understand differences in their classmates!

As much as I liked this book and feel it's a great read and a great step in the process of getting kids and adults alike to accept others and their similarities and differences, there are some things I think are lacking.

The author uses words like "handicapped" and "retard." I know this is jargon and can possibly help kids relate, but I would have liked to see more discussion of how the 'r-word' is misused and hurts both a person and a family. Words matter. And a larger dialogue about these words could've made a difference.

I also would've liked more information about what happens in "H-5." Melody makes it seem as though she can do anything she wants, play around, watch movies, and have free time in H-5 with the other kids with special needs. The teacher in H-5 is never represented as a real teacher, nor is he/she ever seen as responsible for Melody's education, IEP, communication, goals, social situations, inclusion classes, aide assistance, or anything else. The H-5 teacher is simply present. Doing what?

I often find that "normal kids" wonder what happens in "that" room. It would've been nice to have more description of the teacher, the classroom, the other students, the education that can and does take place in the classrooms like H-5.

And where was the principal? The Speech Therapist? The Physical Therapist? The Occupational Therapist? The School Psychologist? Melody's private speech therapist? The county communication specialist? How could they have gone so long without getting Melody a communication device? Why would it have taken so long to get her into Inclusion classes? And why in the world would any of the teachers let Claire and Molly speak to or about Melody in the ways they did?

So, there again, while I feel like this is a great book and a great way for kids to relate to their classmates with special needs, I'm not sure the author, who has the most extensive and impressive biography I've read in a long time, really did her homework on special education. This is not an accurate portrayal of life in a public school setting under PL94-142.

Out of My Mind by Sharon Draper= 4 out of 5 stars.

Apps That are Right for Us!

2010-12-14T14:32:00.002-05:00

We've had the iPads for one full week now and have had some time to review some Apps.

Here is the beginning of a list of Apps that are right for us (kids with mild-moderate-intensive special needs, grades k-3):

Cookie Doodle

1. Cookie Doodle- AWESOME! You choose your cookie and get to "measure" the ingredients, mix, bake, and decorate your own cookies. Great for following directions, making choices, positional concepts, color identification, shapes, and FUN! We love this and plan to use it year round!

Word Magic

2. Word Magic- Look at the visual image, and choose the beginning sound from 4 letters. Choose beginning sounds, medial sounds, or ending sounds. This App keeps track of correct and incorrect responses for easy data collection.

My Very First App

3. My Very First App- This is in the Eric Carle style and uses his illustrations to, first, match pictures with colors and color words. Next, play a simple game of memory with the same illustrations. Each illustration is named aloud as it is turned over pairing auditory and visual learning. Change the memory game from "easy" to "medium" to "hard."


Alphabet Tracing

4. Alphabet Tracing- For each letter, a train, caterpillar, or animal models the direction in which to write the letter; no pencil or stylus needed.

Telling Time App

5. Telling Time App- Uses a real watch and gives four choices to receptively tell the time. This could provide an alternative to our traditional file folder tasks.

ABC- Magnetic Alphabet

6. ABC- Magnetic Alphabet- It's a magnet board on the iPad. Digital letter magnets are movable and allow you to easily make words.

7. Speak it! Text to Speech- We are going to trial this as a communication device for one student who wants to type everything. Simply type and touch "speak it." This App has four choices of "voice" and has the ability to save frequently used words, phrases, or sentences. Imagine carrying an iPad or an iPhone rather than a $7400 speech device???

Monkey Preschool Lunchbox

8. Monkey Preschool Lunchbox- Great for listening and receptive language! Each question in the "game" asks for a different concept. Examples- "Which fruit is different?" "Point to the food that is a fruit." "Which word begins with the letter C?"

Thomas Game Pack

9. Thomas Game Pack- Nothing seems to motivate more than Thomas the Tank Engine. This game pack offers 3 different games- Memory, Puzzles, and Navigating the Train Tracks. I can't barely pry their fingers away from Thomas.

10. Sentence Builder- This App offers a visual and choices in how to build a sentence that appropriately fits the picture. Great for receptive language, modeling appropriate parts of speech, and modeling complete sentence structure.

Wow! What a Week!!!

2010-12-12T17:55:00.000-05:00

WOW! What a week! I am still trying to recover (on Sunday morning!).

First, I would like to thank Mrs. Harwood, Mrs. Hearns, and Mrs. Oswald for making my school year! The three of you and your families could not be more special to me. Words cannot even begin to express how much this day or this award, or knowing all of you, means to me.

Mrs. Hearns, me, Mrs. Oswald, Mrs. Harwood

Imagine this. It's Thursday afternoon and I have gotten out of the LAMP training, at BW, early. I am sitting in my sister's office at Berea high school with my best friend, Miss K. Mr. Martin sends a text, "We are having a staff meeting at 4:10 today. You and Effie need to come back."

What? Are you joking? What's going on? Is someone sick? Is someone pregnant? Is Mr. Martin leaving Hilton? Are there going to be more cuts? Dave was at a meeting this morning, I wonder what happened?

Then I get texts from Mrs. Robinson and Mrs. Vajda telling me about this mystery staff meeting too! And no one knows what's going on!

A few hours later, Miss K and I were on our way back to Hilton School.

"No one else would ever have to come back! I can't believe Dave is making us come back! This must be really important," I said to Effie.

In the car, Miss K told me to try this new lip gloss she had, said it tasted so good. I put it on. "Tastes like lip gloss," I said. Then she sprayed me with perfume. Strange enough, this is not out of the ordinary for us.

When we get to Hilton School, Mr. Martin is waiting for us at the front door tapping his wrist.
"It's not 4:10 yet," I said. "You're waiting for us?"

That's when I looked at Effie. She was smiling. Dave was smiling. Weird big smiles.

"What's going on?" I said, as we walked quickly to the Media Center and Mr. Martin pushed Miss K in first.

"No, seriously, what's going on?" I asked.

And then I looked in the room, and everyone was staring at me at the door. And I immediately saw Adam, Marina, and Alex. And Adam came right up to give me a hug.

And the next thing I know, two women from the Plain Dealer are announcing to the group that I am the winner of the Crystal Apple nominated by Mrs. Harwood, but also nominated by Mrs. Hearns, and Mrs. Oswald.

The next ten minutes are somewhat of a blur as Mrs. Harwood read her nomination letter. I was crying and, Thank God I have a copy now to reread.

The new Superintendent, Mr. Prebles, was there and our curriculum director, Ms. Calevich, our teachers, all my special education aides, The Harwood Family, the Hearns Family, and the Oswald Family.

We found out that Mrs. Harwood, Mr. Martin, and I get to go to a special banquet in May and that's when they present the actual Crystal Apple. Only 12 teachers a year receive this special honor and the applications go through quite a process before a teacher is chosen. A story will run in the Plain Dealer on December 19th! And Mr. Jansik from the Brecksville Magazine and Broadview Journal was there too!

Wow. What a week!

Wow! A Crystal Apple!?!?!?!

2010-12-10T16:22:00.005-05:00

December 9th, 2010

Dear Miss Kolis,

Congratulations! You have been selected as a winner of the prestigious Plain Dealer Crystal Apple Award sponsored by Bryant & Stratton College for the 2010-2011 school year. As an award winner, you join a very select group of educators in Northeast Ohio who have been recognized for outstanding efforts and accomplishments in education. We, at the Plain Dealer and Bryant & Stratton College, are proud to be part of this recognition process.

The recognition process begins today and includes a plan to inform more than one million readers of Ohio's largest newspaper of this honor when we publish an announcement about your accomplishment within The Plain Dealer on Sunday, December 19, 2010. Then at the end of the school year, you will join the other 2010-2011 Crystal Apple Award winners at a special banquet where you will be presented with the actual Crystal Apple Award. The Crystal Apple itself is intended to be a constant reminder to you of this special day and the special place you hold in the heart of Erin Harwood.

What makes the Crystal Apple Award so special is that educators are nominated by the people best qualified to observe their abilities... students, co-workers, administrators, family, parents, and friends. All of the nomination letters received each context period are narrowed down at The Plain Dealer and then are forwarded to a team of educators throughout Northeast Ohio who make the final selection.

Please accept my congratulations on behalf of all of us at The Plain Dealer and Bryant & Stratton College and our best wishes for your continued success.

Sincerely yours,

Terrance C. Z. Egger
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November 19, 2010

On behalf of my son, Alex Harwood, I would like to nominate Miss Morgan Kolis, Special Education Teacher at Hilton Elementary School (K-3) in the Brecksville-Broadview Heights School District, for the Plain Dealer's Crystal Apple Award. Alex, age 9, is in third grade at Hilton Elementary and has autism. Morgan Kolis entered our lives three years ago when Alex transitioned to the public schools for kindergarten. Morgan embodies everything you would want in an educator: passion, dedication, strong work ethic, open-mindedness, creativeness, collaborative, and a superior communicator. Yet, Morgan's deservedness goes beyond these desirable traits and she truly has inspired not only my son, but our family and other families whose lives she has also touched. From an individual and global perspective, Morgan has tackled the challenges of educating children with special needs and finding and supporting ways to improve their overall lives. She not only looks at the individual academic needs but the needs of the "whole" child, and explores ways to incorporate various therapeutic interventions and technologies to further enrich the educational experiences of her students.

Morgan's work day does not end at 4:00pm nor does her school year end in June. In the summer, she organizes a "Room 5 Reunion" with a pool party at her home or a trip to Handels Ice Cream to bring the families, teachers, and staff together. Morgan also takes time out of her weekend and summer schedule to meet with Alex's home tutors to discuss curriculum, programming, and IEP goals to ensure carryover and generalization of all skills learned at home and at school.

Morgan has embraced technology and alternative interventions to meet the specific, individual needs of each of her students. When Alex struggled with handwriting and the use of a computer mouse, Morgan wrote a grant proposal and was awarded a computer "touch screen" to help him better explore technology, adapt his communication methods, and keep pace with his peers. After purchasing our own augmentative communication device for Alex (who is non-verbal), Morgan worked collaboratively and enthusiastically with our private speech therapist to train herself on the equipment so that she could incorporate use of the device into Alex's academic and social settings at school. This was despite the fact that the device was not part of Alex's IEP at the time nor was it recommended for Alex by outside agencies contracted by the district.

Beyond her day to day teaching responsibilities, Morgan embraces the individual philanthropic causes of all her students. Every year, she organizes a team of teachers, aides, administrators, and others to join our family team for the Autism Speaks Walk Now for Autism. Not only does she "walk" in support of Alex and others with autism, she raises money through on-line campaigns and has organized fundraising events such as Spotlight on Special Needs where supporters walk as one group, in the dark, shining their flashlights through the community.

As you can see, Morgan Kolis holds a very special place in our heart. It is difficult raising a special needs child but, when someone comes along who is so devoted to your child and it gives you strength and inspiration that there is a better life ahead for him. I cannot think of a more deserving candidate for the Crystal Apple Award and I encourage the committee to reward this extraordinary educator.

Sincerely,

Erin Harwood

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November 20, 2010

There are so many ways to look at a child’s success in school. Is your child a social butterfly, a book worm or maybe a busy bee somewhere in between? What about the child that is still growing into their wings? That is the child that needs to be shown how to find their own unique way of flying. Our daughter Marina is one of those children. She is a 3^rd grader at Hilton Elementary School in Brecksville- Broadview Heights School District. She is also a child with autism - a child that has made so much progress thanks to all the wonderful staff and classmates at Hilton. But among the supportive and nurturing staff is a special education teacher that has been Marina’s biggest champion - Morgan Kolis; she is an amazing special education teacher.

With guidance and determination, Morgan has helped Marina achieve so many levels of success. She has helped teach her to read, write and work on math problems. More importantly, she has given her confidence to fit inside a world that sometimes makes her feel like an outsider.

Morgan has opened up a whole new world of being with friends, enjoying music, art and coping with uncertain day-to-day situations. She has made school a place to have fun, be happy, and reach all the academic and social goals that all families have for their children.

By fostering an environment of acceptance and patience at school, Morgan goes beyond the academic challenges faced by children with special needs; she encourages staff and students to understand all the differences and similarities in children. Encouraging kids and parents to use new technology to improve and make academics fun, she has created blogs and websites to share information. Morgan spends much of her own time writing grants to get equipment for her resource room and creating extra academic aides for other teachers and families to use.

Our daughter loves school, which she often calls “Miss Kolis school”. She is doing well academically, is making friends and most of all has a brighter future thanks to Morgan Kolis.

Sincerely,

Maria Hearns

Room 5 Meets the iPad

2010-12-06T18:29:00.000-05:00

It's hard not to be so overly excited about this that I burst.

I almost feel spoiled rotten over the fact that we have two new iPads in our classroom, and then I remember that I wrote a grant for them, and that the money did not come from the district, but from a very generous organization.

Thank you again, BBH Schools Foundation, for supporting Room 5 at Hilton School.

But it's hard not to feel spoiled, and blessed.

We are truly blessed.

Today, I kept that in mind as I was introducing our two new iPads to the students.

Here are our iPad Rules:
1. Be careful.
2. Be careful.
3. Use hands [not feet, not mouths].
4. Share.
5. Be careful.

And away they went...

I Can, I Learn, iPad!

2010-12-04T22:57:00.000-05:00

Today I set out in the hopes of buying two iPads.

These two iPads were to be paid for with grant money generously provided by the BBH Schools Foundation. This is the 3rd time in 4 years that the Foundation has chosen one of my grants, and I am honored that they agree to support items for my classroom year after year.

So, I set out, Christmas carols blaring. I heard my favorite Christmas carol by a group called Straight No Chaser and I'm thinking "life couldn't be better."

I get to Crocker Park before the Apple Store opened and decided to do a little Christmas shopping in Barnes & Noble. And I find an Educator's table where I get free coffee, a free kids' DVD, a free B&N tote, AND 25% off my purchases!

Life is good!

And then I realized it.

I forgot my credit card. I had little cash.

Little cash = no iPads.

OOOOOOOOooooooh nooooooooOOOOOOOO.

Before I start to cry, I think to myself, "wait, I can solve this problem." Where's the nearest bank?

I go to the bank. I take out the cash because, after all, I had just deposited the check from the Foundation.

And I get to the Apple Store just in time to have a nice, cute saleman named Alan helping me with my purchase. I tell him the deal, ask lots of questions, and get ready to buy! I feel like bells and whistles should be going off with this purchase.

And then, the second wrench in my day.

As I give him the paper for my tax exemption, he says he has to go ask his manager a question. I play around with the display as I wait...

He comes back.

"Do you have your teaching license with you, by chance?" he says.

"Um, no. That's not just something you carry around. Why?" I respond.

"How were you planning to pay for this?" he asks.

"Cash."

"We would need your teaching license to give you the tax exemption," he says. "See, we can't prove that you are buying this for school and not for your personal use, so we would need to see your teaching license number."

"I have a union card. Can that count?"

"Can you just run home and get it?" he says.

Um, no dude, I think, I just drove 25 minutes to get here. And I'm lazy when it comes to anything but doing my work for kids. Seriously, I'm lazy.

So, to make an even longer story slightly shorter, I PAID FOR THE TAX ON TWO IPADS!

Then I also paid for a cleaner and a case. But only ONE case because I did not have enough cash for two of them (because I forgot my credit card, remember?).

So, what started as an entirely blessed and amazing day turned into something that gave me an 8 hour headache...

But, I got to spend the rest of tonight uninstalling and re-installing my iTunes, then searching Apps, then buying Apps, and then syncing iPads.

And now I cannot wait to share the iPads! I cannot wait to share with my students and my aides!

And I plan to share the rest of the process here as well.

I am so blessed; bad day or not. :)

Yikes! I Don't Know What I'm Doing!

2010-11-28T17:32:00.001-05:00

After seven years, one quarter, and 4ish weeks of being a teacher, I still have days when I think to myself, "Yikes, I don't know what I am doing!" These thoughts generally occur to me and send me into a state of panic on the last day of a break, such as today. I know I'll have the same feeling on Jan. 2nd, and the last day of spring break, and again on the last day of next summer.

When we've had more than 3 days off, I tend to think I have no idea what I am doing. I forget about the previous 7 years, 1 quarter, and 4 weeks, and start to panic. I stare at my lesson plan template for a Monday and think "I have no idea what we are going to do tomorrow."

I start to breathe a little faster. And I close my eyes and imagine the resources I have in my room so I can think of something to put into the lesson plans. My head says "Am I really responsible for 8 little kids and their education? What do I know?" And I sit with my eyes closed and my fingers on the keyboard.

Three years ago, I used to walk into my principal's office after each break and, I would tell her "I don't know what I'm doing."

She would stare at me, then laugh a little.

"What? Yes you do. Go back to your room." This was her response after the third time I did this.

Hahahahahaha... That was exactly the answer I needed.

Yes I do. I know what I'm doing. I know what we are doing next, and even though I teach something different at this time every single year to every single kid, I know exactly where we are headed. And I know it, inherently now.

You see, there were years when I would pull out the content standard books. And there were years when I would have the books and the website pulled up at the same time so I could reference the content standard as quick as possible. And then I could check it off. I would sit with old lesson plans of each student and check off where we'd been and where we were headed. I would keep each IEP next to me to make sure I included goals and objectives each day so I could instruct and then assess regularly to keep data. I would keep a chart for each student of both IEP objectives and then content standards to make sure each student was introduced and instructed on each standard...

But now, after the panic settled, and I remembered what my former principal used to tell me, I could breathe again.

I know exactly where we've been and exactly where we are going.

And if you asked me about any 1 of those 8 students, I could tell you, without having to look it up. I could tell you about his or her data. I could tell you about his or her likes and dislikes, his triggers, her favorite foods, his best friend, her new "stim" and all her former "stims." I could tell you how many times I've tried to teach her how to count coins in how many different ways. I can tell you what meds she's on and what he eats for breakfast every day. I can tell you how long he's been working on the Dolch Primer Sight Word List. I can likely tell you what joke he may tell during circle time or what icon she may click first 99 out of 100 times on the computer.

But I have to remind myself that I know these things. I have to write blogs to be able to reflect on these facts. I have to remember these things when I hear those comments about being "status quo" or "mediocre."

Because at least 4 times a year, I forget that I know, and I question myself.

Please believe that I still look things up once in a while and still reference IEPs and content standards, but often, it's to confirm things I already know.

And today I can confirm something I already knew, that I was meant to be a teacher.

Let's Talk about RtI...

2010-11-20T11:00:00.001-05:00

So, let's talk about RtI.

Response to Intervention.

I'm just not sure what the mystery is all about.

I'm not sure where this "new" RtI started, but, let's just say, it's NOT NEW!

This is not new.

I've been a teacher for 8 years, and I know that this is not new.

We've always asked for data when you've brought a student to "team" to "ask for help."

But let's be honest, teachers that bring students to the "team" never want to ask for help. They want to get the student qualified for special education to get the student OUT of their classroom.

And before, we called it IBA or IAT (Intervention-Based Assistance) or (Intervention Assistance Team).

So, there is really only one main difference:

1. RtI says "We don't care anymore WHY your student is struggling. We want to know HOW to help."

10 more things you need to know about RtI (Response to Intervention):

1. RtI is a REGULAR ED. INITIATIVE. Regular ed. teachers should be the ones doing the Tier One interventions. This is called DIFFERENTIATION and is only different with a student needing to go through the RtI process because you have taken BASELINE data and should be PROGRESS MONITORING.

2. RtI wants to actually see your DATA and know what RESEARCH BASED INTERVENTION you did.

3. The RtI Team should never be the "gateway" to special education testing. There is NO TEST that is going to say your child IS special ed. or IS NOT special ed. There is NO TEST for SLD!!!!!!!!!!!!!

4. The school psych., the special ed. teacher, the principal, the reading intervention teacher, and the speech therapist are NOT the enemy that hold the key to getting a student qualified as SLD and thus getting them out of the regular classroom.

5. RtI actually encourages teachers to ask other teachers for help. "Hmmm, I'm out of ideas and this kid is still struggling. What can I do next?" AND ASKING THIS QUESTION DOES NOT MAKE YOU A BAD TEACHER!!! It makes you a smart one.

6. In my opinion, the goal of RtI is not to qualify LESS students. It's to qualify the students who really have learning disabilities or other real needs.

7. Teachers, all teachers, need help/training/assistance to teach ALL learners. We need to help each other learn how to DIFFERENTIATE because it doesn't come inherently in everyone's teaching "toolbox."

8. The RtI paperwork and process should always revolve around the student.

9. There are endless resources explaining all this and more. Plus resources that provide the research based interventions that you need. My favorites are Intervention Central and the Florida Center for Reading Research.

10. There has to be a paper trail or e-data trail about the process. If there is not paperwork or e-data, the next teacher will have to start over. No one wants that. Define your paperwork for Tier One, Tier Two, Tier Three, Team Meeting Notes, etc. and keep it all in a central and defined place.

(The hard part of all of this- Getting people to understand the shift... buy in... and DO IT!)

5 Reasons I Love This Job THIS WEEK.

2010-11-14T09:39:00.000-05:00

It's no secret, I had a rough week. The special ed. coordinator found me in the hallway and gave me a hug (for goodness sake!).

But, inspired by a great blog, What Ed Said and the blogger's series of 10 Things, I'd like to make a list of:

5 Reasons I Love My Job as a Special Educator THIS WEEK!

1. Music Therapy. This week, I plopped myself down in our Music Therapy session for 30 minutes, I saw 7 little bodies completely engaged, following directions, and excited about what would come next. It's amazing what a little music can do.

2. The unfiltered voices of my students. The fact that my students say aloud what the rest of the world is thinking is something that we work to make socially appropriate. But, there are so many times that the unfiltered comments of my students and my strange sense of humor go hand in hand... like on Tuesday when I was prompting a student to fill in a graphic organizer about this bird he had made.

"What do you want to name him?" I said.

"Pee pee" my student answered.

Yep, this student would.

And while I politely explained to him that this bird would be hanging in the hallway near his homeroom and although it might seem really funny to name him Pee Pee, his homeroom teacher AND his mother might not find it so funny.

And then I turned my head and laughed. Hard. Because a bird named Pee pee? That's funny.

3. This week, I taught 3 third graders, 1 second grader, and a Kindergartener with autism, cognitive disabilities, and other assorted genetic disorders how to use the website Wordle. I thought this would be a fun way to play with words and help us make them more visual. I used some resources like 46 (now 48) Interesting Ways to Use Wordle in Your Classroom and away we went. We made locker tags and spelling word clouds and fun posters for our 21st Century learners bulletin board and, Who was the Most Engaged? My non-verbal Kindergartener with autism. Coolest. Kid. Ever.

4. On Friday when it seemed there was a gray cloud hanging over Hilton School (although the sun was shining brightly on the sunny West Side), my principal walked into my classroom around 2pm.

This is not uncommon as he does walk throughs regularly and sometimes comes in to discuss things with me during the day. He looked slightly disheveled as I asked "What's up?" (Yes, we are pretty comfortable in Room 5 with our regular visitors.)

"Can I please work with one of your students Miss Kolis?"

Um, okay.

Turns out, boss was having a hard day too. And, where did he come for happiness? ROOM 5!!! Our Room! Our room inspires happiness!

And as I sent him to the reading carpet with a third grader, I kept an ear out to see how it was going. Every other page of that Arthur book, my little sweetie looked up at him and said "You da best pwincipal."

Needless to say, he left with a smile.

And last, but certainly NOT least...

5. While making a Wordle about a third grade student, she needed some prompts to answer questions about herself so that we could type the words in. I would start the sentence and she would finish it. "Susie likes to eat..." "... cupcakes." "Susie likes to eat cupcakes and... " "...cookies." "Susie likes to read about..." "... Dora." "Susie lives in..." "... Broadview Heights." "Susie's best friend is... " "... Miss Kolis."

Wait. Really? That was so awesome! She said I was her best friend. That was the cutest thing I have ever heard! Here's my third grader who I push every single day to work, work, work. Math, reading, writing, spelling, appropriate social skills, and no you may not sit on my lap anymore because when you go to 4th grade, they will think I am crazy for that.... and you said I'm your best friend. I. love. you.

I love this job.

My 2010 EduBlog Award Noms

2010-11-13T21:48:00.000-05:00

The 2010 Edublog Awards Nominations -

This is the first time I am trying this... to nominate people for Edublog Awards...

It's hard because I believe that competition in education should be kept to a minimum. Shouldn't we all just be out to help each other? But, in the blogging world, I don't think you ever write to win an award. I think you write to reflect, to share, to vent, to collaborate...

And, it's always nice to get recognized for doing something well.

Here are my 2010 noms-

Best individual blog - What Ed Said

Best individual tweeter - Aviva Dunsiger- @Grade1

Best group blog - Irresistible Ideas for Play Based Learning

Best resource sharing blog - Free Technology for Teachers

Most influential blog post - Special Educators- Do We Do Too Much?

Best teacher blog - Teacher Tom

Best librarian / library blog - Cybrary Man's Educational Web Sites

Best school administrator blog - Taste of Tech

Best educational wiki - 21st Century Concepts

Best educational use of a social network - @techieteacher Jeremy Brown

Best use of a PLN - @tgwynn Tim Gwynn

TGIS- Thank God it's Saturday.

2010-10-23T11:14:00.000-04:00

Today is Saturday and Thank God it is.

I will preface what I am about to write by saying this- I really love my job. I feel like it is not a job, it is actually a calling. I know that many people would argue that "good teachers" can be made and I believe that as well. But I actually believe that I was born and meant to be doing this job...

...right now.

But after a week like this week, I wonder... is there more for me?

How long will I be able to continue to do this job?

I've heard the warnings and the stories- "special ed. teachers burn out quickly." I've heard 5 years, 10 years, 15 years... And I always believed that those people were a little weak. I mean, this is the best job in the world. These kids... these kids are amazing. They make me smile and they say funny things, and every success is worth celebrating! And I mean cheering, clapping, and yelling horraaaaaay type celebrating...

But what about all the other stuff?

I keep hearing business people (and other "non-teachers") say that it must be nice to work 6 hours a day, 5 days a week, with summers off.

Riiiiiight. You'd think it would be nice.

But I've already written a big blog about what I do, how hard I work, how much I work, how I don't take days off... So, I won't do that again.

But, I will say... THIS JOB IS HARD.

Staff meetings are hard. PLCs (Professional Learning Communities) are worthwhile, but hard. They're hard when you feel like no one in the room can possibly understand what you do. Sure, they all do grades, they all grade papers (though maybe they would have less grading to do if they stopped giving so many papers), they all deal with behaviors and challenges and lots of kids and parents. But can they really understand?

Can they really understand that in 39 days of school, one parent has written me 33 emails, 25+ handwritten notes, and called 5+ times? And our district has a policy of responding within 24 hours.

There's communication. With parents. With service providers like OT, PT, SLP, Therapeutic horseback riding instructors, and Music Therapists. With special education coordinators. With specialists. With outside/private therapists. With home program coordinators. With SST3 staff. With homeroom teachers and principals and special education aides.

And that's just the beginning.

There's paperwork. Not grading the papers you hand out, but actual legal documents that must be completed within a time frame. IEPs. IEP progress reports. Report Cards. Doctors' forms about ADHD. ETRs. MFE reports. Alternate Assessments.

You get the point.

So how long can you go on like this?

I turned down a date last week because I didn't have the time to go...

How do I separate my calling from my life?

How do I refresh and recharge? And will I need to refresh and recharge every 39 days this year???

And I just need to know... do you get tired... exhausted...

And do you feel guilty for feeling this way?

Because I do.

REBELS Day!?!??!! Ideas for Positive Educational Reform

2010-10-17T19:47:00.001-04:00

Today, Sunday, October 17th, has been named "REBELS" day by blogger Tom Whitby.

REBELS stands for Reforms from Educational Bloggers Links of Educational Suggestions... A day for teachers/ bloggers to share ideas for positive educational reform.

A great idea. And I'm jumping on board.

Here are some of my ideas for Positive Educational Reform (although slightly uncreative in list format):

1. Pay teachers based on merit. What? NO! Pay teachers based on a different kind of scale. How many trainings did you receive that year? How many educational books did you read? How often did you participate in a collaborative group? How often did you volunteer to lead a committee or facilitate a group discussion? Were you willing to participate in PSO (Parent-School Organization) or PTA activities? Did you make yourself available to parents via phone, email, text message, twitter, blogging, a website? Did you integrate technology this year? How? For what purpose? WHAT IF WE WERE PAID BASED ON OUR DESIRE TO LEARN? OUR DESIRE TO PARTICIPATE IN OUR SCHOOL COMMUNITY? HELPING OURSELVES LEARN WHILE HELPING OUR STUDENTS LEARN?

2. Inclusion. Real inclusion. Not the theory or the "idea" but actual INCLUSION. INCLUDE every student because ALL students can learn. Real Inclusion should include at least TWO teachers in the classroom!!! Co-teaching, co-planning, co-workers! Two heads are better than one when it comes to finding the best ways for students to learn.

3. Teach EVERY teacher to DIFFERENTIATE. Again, because ALL students can learn and it shouldn't be the job of JUST the special ed. teacher to figure out how to teach ALL students.

4. Initiatives starting from the GROUND UP. Teachers and aides are the ones in the classrooms yet mandates come from those people who spend the day in offices on the hill. Why not ask a teacher?

5. Formative Assessments. USE your assessment to DRIVE your instruction.

Those are my ideas for positive educational reform. Simple list but incredibly complicated to complete.

But as a teacher, I just have hope.

Yes, there's teacher bashing. Yes, there's union bashing. Yes, I get emails from parents who don't trust me or who question my teaching methods or who question everything that is done in my classroom.

But I have hope. For my students.

Last 2 ideas for Positive Educational Reform:

* Have hope, for every student.

* Get your passion back. Be passionate about learning.

Nature Sculptures!

2010-10-03T14:08:00.000-04:00

This week was pretty exhausting, but very worthwhile.

For my class this week, we borrowed an activity from the website Irresistible Ideas for Play Based Learning.

After reading the book Fall Leaves Fall, we had a discussion of what falls to the ground during the Fall months.

We provided the students with nuts, acorns, sticks, and pine cones. We threw in some sea shells for fun and for sensory input.

We were nervous about the glue gun, but used one that said "low temp." Only one student was afraid ("No glue! No glue!) and no one even came close to getting burned!

Here are some pictures that will hopefully inspire others as well!

On the 8th Day of the School Year, My Principal Gave to Me...

2010-09-03T20:33:00.000-04:00

We've had 8 days of school in the 2010-2011 school year, and I have not had the slightest of ideas for a blog post in at least 8 days.

The thing I've been thinking about most... buh, buh, bummmmmm.... sleep.

That's right ladies and gentleman, sleep.

I miss it.

But thankfully, my boss provided me with some material today... Sing along to the tune of the 12 Days of Christmas, if you must.

On the first day of this school year, my principal gave to me...

A very very very late bus.

On the second day of this school year, my principal gave to me...

Two students crying because of...

a very very very late bus.

On the third day of this school year, my principal gave to me...

Three new Kindergarteners,

Two students crying, because of...

a very, very, very late bus.

On the fourth day of this school year, my principal gave to me...

Four minutes for lunch,

Three new Kindergarteners,

Two students crying, because of...

A very, very, very late bus.

On the fifth day of this school year, my principal gave to me...

Fiiiiiiiiive Huuuuuundred E-mails.

Four minutes for lunch,

Three new Kindergarteners,

Two students crying, because of...

A very, very, very late bus.

On the sixth day of this school year, my principal gave to me,

Six parent complaints,

Fiiiiiiiiive Huuuuuundred E-mails.

Four minutes for lunch,

Three new Kindergarteners,

Two students crying, because of...

A very, very, very late bus.

On the seventh day of this school year, my principal gave to me

Seven scheduled meetings,

Six parent complaints,

Fiiiiiiiiive Huuuunnnndred E-mails.

Four minutes for lunch,

Three new Kindergarteners,

Two students crying, because of...

A very, very, very late bus.

On the 8th day of this school year, my principal gave to me...

Now, this is where the song has to stop, because, in all seriousness, and all joking aside, tonight, I appreciate my principal.

Not that I don't always appreciate my principal...

But, on the 8th day of the school year, a Friday, at 6pm, I drove back to school to talk to my principal about something regarding a student that was sorta none of my business, just because I cared about the student.

And my principal? He listened. He sat. And he listened. And he maybe didn't agree with every word I said. And he maybe even thought I was overstepping my boundaries a little. But he knew I was coming from a good place. And he listened.

And I know he had someplace he needed to be.

But, in the best interest of a student, he listened.

And he told me, "You have a great mind for special ed."

I should've told him that the fact he said that made my week. I don't need the awards or the announcements or the articles. I need the students and the simple statements like that. Those things keep me going.

On the 8th day of this school year, my principal gave to me...

Time to share my opinion, dialogue to refine my opinion, thoughts on how to solve a problem, a sense of collaboration, and a feeling of value.

It's been a good 8 days. I think I'll stick around.

(And the bus is coming on time now.)

Reflections of Summer Vacation 2010

2010-08-22T20:24:00.003-04:00

It's the night before school and all through the house, not a creature was stirring, not even a...

Well, that's a lie.

The washing machine is running on overtime as my sister (a HS guidance counselor) and I are trying to do loads of laundry. The dishwasher is buzzing because, well, you can't start the school year with a dirty kitchen. The dog is on edge because he knows something is about to change. The fridge is full of healthy lunch choices (because I vowed to stay away from the school lunch line this year). The toenail polish is freshly drying and the meditation DVD is set and ready for a few hours from now.

It's the night before a new school year; my 8th school year as a teacher.

And I'm excited. Or anxious. Or excited and anxious...

I've been trying to reflect on what I've actually done this summer; laying in the sun, cleaning out the garage, reading fiction novels, doing yard work, watching reality TV shows, attending the Reform Symposium from the comfort of my own bed, visiting friends in Marblehead, walking for the Easter Seals Zoo Walk in July, walking in the Buddy Walk sponsored by the Upside of Downs of Greater Cleveland, playing with the dog, eating ice cream, building my PLN, consistently writing blog posts, learning loads of new technology that will fit nicely into my classroom, reading blogs, articles, and books about technology, web 2.0 tools, and special needs, exploring new teaching and assessment strategies, and trying to relax.

Here are my top 5 highlights from the summer of 2010:

1. I started to build a PLN. This personal learning network is helping me to learn new things every single day. I read their blogs. I read their tweets. I participate in discussions with them on Nings like the "Educator's PLN." They are from all over the country and even the world. And they are bringing new ideas to education every single day. This year, on the days when I feel like my ideas are ridiculous and my beliefs about education are in the minority, I can sign on to Twitter or read these blogs, and know that I am not alone. I can share ideas, borrow ideas, think through new strategies, and be part of a group that helps me grow. I am so thankful to have found this world, these people, these blogs, these ideas...

2. The class swim party I had at my house was awesome. I invited some students from past years, along with my class for the 2010-2011 school year. In all, 10 of my students, past and present came, along with 9 of their siblings and at least 10 parents. Our key club helpers also came, along with two of our special education aides. My sister could not believe how many people were here! We had so much fun! The kids were so happy to swim and thought it was exciting to be at the "teacher's" house. The parents got to chat, meet one another again, network with each other, see the other students, and catch up. The new parents got to see how our classroom works and how supportive everyone is. The principal even showed up! It was a great night!

3. I read two fantastic books this summer (I actually read 3, but only 2 were fantastic.) House Rules by Jodi Picoult is one of the best books I've ever had the privilege of reading. The Girl with the Dragon Tattoo by Stieg Larsson was also a great book, much different than my usual read, and I can't wait for the movie! I also wrote a blog post about House Rules...

4. I taught my dog to swim. (Well, it couldn't all be school related or intellectual, could it?)

5. Thanks to the PLN that I've been working on, I've found some awesome blogs to read that inspire me. First, the blog written by "Teacher Tom" is just incredible. This man has ideas that I couldn't even dream about. Imagine how he empowers students! Another blog, "Irresistible Ideas for Play Based Learning" has helped take my lesson plans for this school year to a whole new level. While I've read hundreds of blogs this summer and added at least 20 to my Google Reader, two more worth mentioning here are "What Ed Said" and "Connected Principals." I, finally, got my boss to read the "Connected Principals" and he even thanked me for it (although he did note that he reads only 1/10th of the blogs that I actually tell him about).

So, I didn't take any grand vacations or any wild road trips this year, but I did gain a whole lot of knowledge.

I did, indeed, spend a lot of the summer working... My plan was to keep learning and working all summer so that I won't feel so stressed during the school year...

And if this plan works, it will all be worth it.

Maybe it was all worth it anyways...

Setting Up Our Classroom- What Does Your Space Look Like?

2010-08-12T23:20:00.000-04:00

As I've been setting up our classroom this past week, I've been trying to decipher what the most important aspects of a classroom for students with special needs are. I suppose it depends on who you talk to. If you run a strict ABA program, you probably have more one to one teacher table set ups in your classroom. If you run a DIR Floortime program, you likely have much more space and place more of an emphasis on your play or leisure time area. I run something called the "Blended Model Method" which includes some ABA aspects, some DIR Floortime aspects, mostly TEACCH based and Sensory Integration driven. Plus, I throw in the curriculum (or the more appropriate, "standards"), some functional skill work, and social skills. (You can click here for some of the other programs we use.)

Mash all those things up and hope for...

...A student who is able to read, count coins, add, subtract, use the computer for more than just playing PBSKids, respond appropriately in social settings, share toys with friends, and monitor his/her own sensory needs in ANY setting. Hope for generalization (before 4th grade).

So, what in the world should this classroom look like?

Well, we need a "one to one teacher table" and an "independent work station", of course. One to one teacher table is where most of my instruction takes place. I instruct the skills in the content standards at the one to one teacher table. Then, once those skills are mastered, we move them to the independent work station. We have one of each, for 7 students. In both one to one teacher table and independent work station, students master activities like shoebox tasks and file folder games. Here is our shelf of homemade shoebox tasks (as you may be able to see, some are numbered, some aren't. That was our first attempt at organization in the first year we opened this classroom).

Next, I've attempted to make 3 small group areas this year. Because our students have been so inundated with one to one therapy, they are not used to working in small groups. We can also do one to one teacher time on the carpet in a more unstructured space. I believe we need more small groups and more time for problem solving. Here's one space for that.

We'll use this small group area daily for circle time and calendar skills. This is the only "cutesy" bulletin board we have, but I believe it's useful as well. I believe in making the room useful and meaningful to students, not just cluttered with cute.

We, then of course, have to merge my passion for technology with kids with special needs and throw in our computer area. Because of a grant I wrote 2 years ago, and some foraging, we will have 7 computers in our classroom this year. That's right, 7. I will see 7 students, and we have 7 computers. That, in a word, is awesomeness. We'll be starting e-portfolios using weebly.com this year! We also have a SMARTboard, Leap pads, Leapsters, a Touch Screen, BoardMaker Activity Pads, etc.

Think we've used up all our space yet? No way. We still need a gross motor area, right?

We also have a ball pit back there, but the swing needs to be removed to use it. A sand table completes that corner, only because there was no other area for it. Then, there's our new sensory table. We're starting off with bird seed on one side and feathers on the other. I can't wait to see who will make the connection first.

Next, I needed to make sure I had space for each of the 7 students' visual schedules. A visual schedule is set up for each student each day indicating what will come next. A visual schedule might have picture icons (we use BoardMaker Plus v.6) to show Circle Time, computer, bathroom, wash hands, read book, Music Class. (In place of picture icons, you could also use an object schedule, photo schedule, or word schedule, depending on the students' level.) Students remove the icons as they finish and place them in the plastic envelope below the schedule. At the end of the schedule, our day is done (depending on how many icons the student can handle). Here is an example of an empty visual schedule. This student's schedule has Legos because I know he loves to build with Lego blocks.

Lastly, I'm feeling a little guilty this year. We have no play or leisure time area. I just don't have the room. We have the toys, we have the games and the puzzles and the strategies to teach kids how to play, but I will have to be really disciplined and structured when we have a leisure time. We"ll have to give limited choices ("Please choose puzzles or Play-Doh today"). I'll have to make room in our small group areas.

Of course, we'll make it work. I am thankful to have a classroom (and not a closet). I am thankful to have a job. I am thankful that we have the amount of materials and games and puzzles... I am thankful that not one of these students is "self-contained" because we have managed to get them each included at some point during the school day (because they can be, and because they can be successful).

Now, just in case I missed something...

Are there other areas that you would include? What's your rationale? What would you do with the other bulletin boards in the room? Do you have questions about our space? Your space? Can I help?

How Do You Answer the Haters? Like This...

2010-08-10T12:56:00.000-04:00

Today I was alerted to the fact that on Cleveland.com our community has its own page. The Brecksville page is actually pretty cool and boasts the happenings and goings on in Brecksville.

Towards the bottom of the page is a section called "The Brecksville Forum." In this Forum, there are many postings from members of the community about our school district, school levy, and teachers.

The following is my response to all of the banter (even though I was asked to keep it short, factual, and calm).

"After reading much of this banter back and forth about school levies and teacher salaries, I'm sad. I'm a teacher, and I can't believe this is the conversation that is being had about our school district.

First, of all the people that I've heard against the school levy and in favor of cutting teacher salaries, do you know how many of those people have observed in our building? Zero. How many have observed in my classroom? None.

Do you know what school is like now?

It's surely not the same as when I was in gradeschool just 20 short years ago. How long has it been since you attended 3rd grade? I can assure you, it's different.

But you wouldn't know. Because you don't visit. You don't observe. You don't even speak to the teachers whom you denegrate on a regular basis in open forums such as these.

You make claims that we "only work 6 hours a day." We can be compared to "babysitters" and "day care workers." We do the job of "janitorial staff" and should get paid closer to "$15 an hour" than the salary that we make.

I can assure you, my B.A., M.A. and continuing education credits can support the fact that I am more than a babysitter. And if I made $15 and hour for the actual hours I worked, I might even make more than my actual salary.

6 hours a day? I'm laughing.

I teach kids with special needs. I need to know about each and every one of their needs, their allergies, their physical needs, their cognitive capabilities, their home lives, their social skills, their fine motor and gross motor capabilities, their speech and language abilities, and their interests and disinterests. I also need to know their behaviors, triggers, and motivators. I plan each day for 8 little bodies, 4 of whom are nonverbal. Two have augmentative assistive communication devices. Two are still eating pureed foods and are not toilet trained yet. All 8 of my students know how to use computers, can spell and are well on the road to becoming readers. 2 of my students also come from bi-lingual homes.

Every single one of my students is included in the school day. Though, I wouldn't expect our adversaries to know the difference between mainstreaming and inclusion.

Every single student gets math, reading, speaking, spelling, writing, math, fine motor, gross motor, speech and language, science, social studies, and social skills standards built into his/her day. That's 12 subjects for 8 different students.

We also work on feeding, manners, toileting, hand washing, and other functional skills AND whatever else the parents ask for.

We write individualized education plans (IEPs) and complete multi-factored evaluations (MFEs). We write Evaulation Team Reports (ETRs) and collaborate as Response to Intervention (RtI) teams.

I maintain two blogs, one for parents, and one professional, and a twitter account JUST to stay on top of the special education world and on top of my "game" professionally. I train myself on assistive technologies and spend the summer doing my own professional development, often working 6-7 hours daily on this time we supposedly all have "off" to be vacationing and sunning.

In the meantime, I also manage 6 special education aides in our building. I also lead our special education team of professionals. I also lead our school philanthropy team.

I make schedules, maintain technology, clean desks, wipe little behinds, plan snack time, integrate technology like SMARTboards, computers, e-portfolios, assistive tech. devices, give hugs, teach reading, teach 21st Century Skills like problem solving and critical thinking, count coins, celebrate birthdays, create learning materials, collaborate with other professionals (i.e. teachers and therapists), plan in occupational therapy, physical therapy, music therapy, and therapeutic horseback riding for my students, AND communicate with parents, community members, and home program coordinators.

And believe me. I am NOT complaining. I LOVE this job. I couldn't LOVE it more. I love these kids, I love their hugs, I love feeling their successes and celebrating with their parents.

And you measure our district's success by our National Merit Finalists?

But my students will never be National Merit Finalists.

And my worth can never be determined by how many honor students there are at the high school.

Maybe, just maybe, the next time you think about undervaluing a teacher, you'll think about a teacher who spends 14 hours in the building or at home, for the good of his/her students. You'll think about a teacher that wants nothing more than to see her students walk independently, read independently, speak OUT LOUD. You'll think about a teacher who is doing the best he can...

You'll think about a teacher who is not complaining about her salary.

So maybe you shouldn't be either."

Should an Elementary School have a Facebook Page?

2010-08-06T17:01:00.003-04:00

Should an Elementary School have a Facebook Page?

This is a question I asked myself and quickly answered "YES! Why wouldn't we?"

This is a question I asked my principal, and he answered "Let me think about it."

I can certainly understand that there is much to think about here. We live in a relatively conservative suburb where the community is growing in its dissent for what we do as educators in a time of economic instability. Could this social media tool be used against us in ANY way?

My principal is certainly PRO Facebook for the school, yet he said that he needs to "think about any possible ramifications and then brainstorm solutions to any problems BEFORE we go ahead with the page creation."

Note: The Facebook page in question would be for the use of the parents, grandparents, teachers, staff, and community. Our students are currently below the age limit restriction set by Facebook.

I'd like to help with a list of PROs and CONs (with help from members of my PLN- @Grade1, @tgwynn, @TJGoertz, @budtheteacher- Thank you very much!).

Why an Elementary School SHOULD Have a Facebook Page:

PROs:

1. Better Communication. Yes, we have a website, but a Facebook page would be another tool to sharing our resources with our parents, grandparents, teachers, staff, supporters, and community. This blog post from "The Pursuit of Technology Integration Happiness" certainly supports this improvement in communication.

2. Why Facebook? Because many people are already on Facebook, it makes this tool our most effective option. Why click onto yet another Ning or website when you can click right from your FB page to check the date and time of your child's Meet the Teacher night?

3. Engage with parents, families, and the community- Check out this blog titled "Parents, Social Media, and School Messaging."

4. Here's a short list of some other elementary schools that I've found on Facebook:

Samson Elementary School in Samson, Alabama. (Most recent posts include supply lists for next school year, photos from field day from June, notes of Thanks to organizations)

Hilton Head International Baccalaureate Elementary on Hilton Head Island, South Carolina (Most recent posts include notes to encourage summer reading, pictures from end of school year, reminders for events)

Eastside Elementary School in Dalton, Georgia (most recent posts include congrats to a teacher on a new baby, postings about the new common core standards, posted articles about technology in education, photos from end of school year)

Eastern Elementary School in Greentown, Indiana (most recent posts include news about the upcoming school year, summer cam reminders, and photos)

J.P. Miller Elementary in Bradenton, FL.

St. Linus Catholic Elementary School in Norwalk, CA

Bluffton Elementary School in Muskegon, MI

Dodge Elementary School in Mobile, AL

Floranada Elementary School in Ft. Lauderdale, FL

Arapahoe Elementary School in Arapahoe, NC

West Hartsville Elementary School in Hartsville, SC

Cummings Elementary School in Grand Rapids, MI

Oakland Heights Elementary School in Russelville, AL

Wacousta Elementary School in Eagle, MI

Legacy Elementary School in Bossier City, LA

Fern Persons Elementary in Olivet, MI

Alexander Hamilton Elementary School in Chicago, IL

I only went through the search results from 1-60 of over 500..

6. It's 2010 and we are going to be promoting 21st Century Skills and Web 2.0 skills in the classroom. Shouldn't we lead with our walk instead of just with the talk?

CONs (and solutions to the problems):

1. If we don't make our own page and take control, a student may take it upon themselves to create a page. (Solution: We take the control as proactively as possibly.)

2. Students may be more attracted to Facebook if they know the school has a page. (Solution: Teach students to properly use social media. Use as a learning tool.)

3. We cannot moderate Facebook from school because our computers have blocked Facebook. (Solution: Moderator can moderate from mobile phone during planning and lunch times.)

4. Facebook is blocked at school. Why would we use it as a tool? (Solution: Many social media tools are blocked in our school system because of the Acceptable User Policy for STUDENTS. This Facebook page would be maintained for the parents of elementary school students to make, maintain, and improve connections.)

5. Some people might not want photos of their child posted on the Facebook page. (Solution: On the Photo Permission Form that goes home in the beginning of the school year about the yearbook, we could add one sentence giving permission for NAMELESS photos to appear on Facebook. Parents could sign off -or not- there.)

6. Couldn't you use a Ning or Grou.ps instead to ensure safety of information? (Answer: Sure, but then we'd be missing the point that MANY people are on Facebook making our PUBLIC information that much more accessible. We'd have to invite and allow members to join which would require much more moderation than time allows.)

7. It takes TIME to moderate a Facebook page or Ning or Grou.ps or any other social media tool. Who is going to take the time? (Solution: Luckily, you have a volunteer. Otherwise, we could ask for other volunteers. We could also ask for more ideas of things to place on the FB page, although we want to keep the information factual.)

8. Someone could be offended by some content on the page. (Solution: The moderator can remove the content. We're not trying to change the world here. We're trying to make our communication with parents and the community more efficient and friendly.)

9. Parents or Students could see that Teachers or other staff members have personal Facebook accounts. Parents or Students could try to "friend" Teachers or other staff members. (Solution: If Teachers do not feel comfortable "friending" Parents or Students, they can simply click "Ignore" or explain that they do not "friend" Parents or Students on their personal FB account. If a Teacher or staff member needed more guidance in this area, I might point them to this blog post "Social Networking Guidelines for School Employees.")

10. Some people don't have Facebook. (Solution: We still have a school website. We still have Hilton Hi-Lights. We still have a PSO folder going home weekly. There are plenty of other sources of information.)

11. Facebook has a 13 year old age limit. (Solution: Our target audience for this page is parents, grandparents, teachers, staff members, and the community, NOT the students.)

Please leave your comments and opinions on this topic to help us decide what to do! :)

My Reflections from the Reform Symposium 2010

2010-08-02T22:12:00.001-04:00

I seem to be having some trouble starting my reflections of the RSCON10 in written form, though it seems like the only thing my mind has been focused on since the conference ended at 5pm EDT yesterday, is the wealth of information that I gained over the two days that I was able to participate.

I originally thought I was going to go through each session I attended, summarize, and tell what I learned.

I seem to be laughing at myself now.

All of the presentations are running together, but my ideas are also moving and shaking inside my head.

Instead, what I think I'll do is, first, make a list of the presentations that I attended with links to their archives (or I will link them as they become available) so that you can view them too. Then, I will make a list of things I learned/ Ideas I've had as a result of the sessions. This way, I have some things in writing, instead of just swimming around inside my skull.

Presentations I attended on July 31st and Aug. 1st of the Reform Symposium 2010 while still in pajamas in the comfort of my own home, for FREE:

1. What the Heck is a 21st Century Skill Anyway? presented by Angela Maiers

2. Backchannel in the Classroom presented by Richard Byrnes

3. New Teacher Survival Kit presented by Lisa Dabbs and Joan Young

4. HOTTS (Higher Order Thinking Technology Skills) presented by Kevin Creutz

5. Playing to Learn presented by Maria Anderson

6. Students Redefine School presented by Monika Hardy and Students

7. Abolishing and Replacing Grading presented by Joe Bower

8. Innovative Practices in Education- The Power of Students Producing for Authentic Audiences for Authentic Assessments presented by Paula White

9. This Ain't Your Mother's Classroom: Why You Need to Use Social Media In Your Classroom presented by Tim Gwynn

10. Education: Timeless and Priceless presented by Steve Anderson

Things I Learned/ Ideas I Want to Try/ Ideas I've Had as a Result of RSCON10:

1. Hello Wolfram Alpha. Why have I never heard of this math site before? And why do none of the teachers I work with know about it? And if I get to school and someone already knew about it and didn't share, I am going to be pretty upset... Wolfram Alpha. I'm not exactly sure of all the ways I can use you yet, but I know you'll be valuable.

2. I am not alone. Although I feel alone in my school building many many days, I am not alone. With at least 105 or so people in every session that I attended, and people keeping up with the backchannels during the sessions, and then following up on twitter and writing blogs about ALL OF THIS LEARNING, I can clearly see (or read) that I am not alone. This gives me hope. Hope keeps me going.

3. I've always been strongly against grading, but I need to do my homework and research. As a special education teacher, I spend so much time assessing and all of my assessments are formative. I am constantly assessing throughout each and every month, constantly recording data, constantly making notes, doing informal observations, having to remember to write data down from the playground, the hallway, the gym, the cafeteria, the lunch line, etc. I report data quarterly to parents, produce a narrative 3 times a year, produce an entire IEP with present levels of performance data, and do 4 report cards. I hate the report cards because so many of my students don't meet the proper criterion for their grade levels. They get "adjusted grades," but what does that even mean? They get an adjusted curriculum with adjusted expectations and take an Alternate Assessment in the state of Ohio. Grades are... useless. But, I need the information and the opinions and the research to back up the statements I make... Joe Bower inspired me to do that homework. And when I do, I will join his Moratorium on Grading. But I want to have a definitive stance.

4. One of my goals for the year is to show another teacher how to backchannel. My thought is that I would like to teach our computer lab aide how to backchannel and see if she can get it moving in the computer lab. I am still brainstorming all of this, but I think third graders would be able to do this. I think they could be discussing the story they read each week, the social studies topics, the science topics, questions about math topics, etc., etc., etc.

5. I also think that backchannelling is a great way to differentiate. If all of the students have "pen names" or code names (think Justin Beiber or Miley Cyrus), and the teacher has a list of all the code names, then students are able to share their opinions or questions freely. As the teacher lectures, the students can ask questions anonymously (though the teacher would know who is asking). I also believe that backchannelling could be used for formative assessment.

6. I attended the New Teacher Survival Kit session although I am not a new teacher. In 3 weeks, I'll begin my 8th year as a teacher. But, I think the things discussed in this session were worth hearing again. Plus, it reminded me of the positive attitude that I need to start the school year with. Sure, we might be in the middle of negotiations. We might be facing some difficult editorials written by community members. We might even be facing over 35 RIFs in the last 2 years. And yet, I need to start the year with a positive attitude in the interest of my students. I want the best year for my students. Start positively (and stay out of the teachers' lounge).

7. I loved the reminders about Bloom's Taxonomy from the HOTTS presentation. I think that I don't think about this enough. I think about developmental milestones and Ohio Content Standards and functional skills and components of an autism program and all of the needs of all of the students with special needs, and I don't think often enough about incorporating higher order thinking skills. I want to incorporate these skills more for our students.

8. Although this quote was attributed to Cel Foster, a teacher from Fremont, Ohio, she says that is was not her quote, but someone else's (no matter whose quote it is, I LOVE it), "We need to stand in front of students, NOT as master teacher, but as a MASTER LEARNER."

9. Awesome quote by Monika Hardy - "Learning is the New Teaching."

While there were certainly more than 9 things that I can take away from this weekend's Reform Symposium, I need even more time to process it all. I need to read others' blogs, revisit the things I saved, revisit everything I tagged in delicious, and start the school year to see what challenges lie ahead.

What I do know?

This weekend's Reform Symposium was well worth the time I spent laying in pajamas in front of my laptop.

I learned more this weekend than I have in the last year's worth of PD at my school AND in the 2 years of my Ed. Tech. Masters Program.

Thanks to those who presented, organized, participated, moderated, and listened. Thank you. Thank you!

Autistic Students OR Students WITH Autism???

2010-08-01T22:08:00.005-04:00

Today I saw a tweet about the Educator's PLN group "Autism", I'm assuming in the hopes of getting more people to join the group and engage in discussion about students with autism.

But something bothered me immensely.

And, although I LOVE the shout out and am glad that this group is being supported, we were called...

"Educators of Autistic Students."

GASP.

I KNOW they are only words. But the words matter.

Why not refer to our students as students WITH autism?

I would rather teach a boy.

I would rather teach a girl.

I would rather teach a child.

I would rather teach a person.

Instead of "that Downs boy" or "those autistic kids" or "you know, that little flapping autistic girl," couldn't we say "the boy with the big smile and huge heart that happens to have Down syndrome?

OR the girl with the beautiful brown curls that has autism?

OR the tall boy with the freckles in your class?

Because they are people FIRST.

They are children FIRST.

And maybe they are just words.

But words matter.

Resources:
Labels, Be Gone... http://mlkolis.blogspot.com/2010/07/labels-be-gone.html

Spread the Word to End the Word- http://www.r-word.org

People First Language- http://staff.bbhcsd.org/kolism/category/people-first-language/

And here's another opinion from the Washington Times- http://communities.washingtontimes.com/neighborhood/autism-unexpected/2010/aug/2/autistic-or-person-autism/

"Leadership Day 2010" (What would I want my administrator to know about technology?)

2010-07-29T20:17:00.000-04:00

So, I am trying to participate in this thing I heard about on Twitter called Leadership Day 2010.

From what I can gather, Leadership Day was started as a way to tell/ask/state what you'd like your administrators to know about technology to actively lead your school building or district to better teaching and learning. (If this is a misunderstanding of the day or blog expectations, I hope someone will comment and let me know!)

So, I got to thinking... What would I want my administrators to know about technology?

But wait, I am a special ed. teacher, and I would much rather write an entire blog series entitled "What I NEED My Administrators to Know About Teaching Kids with Special Needs." And maybe sometime I will do that... But, today I'll just revise my question...

What would I want my administrators to know about technology in regards to special education (or intervention) in our school district?

1. Digital Technology CAN be used to DIFFERENTIATE. Yes, it's true. "Differentiate" doesn't need to be just a buzz word and it doesn't need to attract all the eye rolling and negative press. I can have students attending to the SMART board doing letter work while another student is reading an e-book or interactive book created with BoardMaker (Mayer-Johnson) software. Come watch in my classroom. My students can use ALL of the technology allotted to us and more.

2. I need TIME to learn the new digital technologies that are going to help my students learn. I do NOT need time to vertically align the K-12 Ohio Math standards that are about to be tossed out the window and replaced by the Common Core standards anyway. I do NOT need time to listen to another text book publishing rep. I do NOT need time to sit with colleagues to complain about "teaching to the test" and aligning standards to text books. I NEED TIME to learn new digital technologies that can be applied to lessons that are needed in the classroom that might extend the learning and thinking of ALL students.

3. When it comes to assistive technology, we could use MORE TRAINING. I know that we can call the county specialist. I know that I can do all the reading and research on my own time, and I do. But I could use more training in this area and I believe my colleagues could too. Every AAC (Augmentative Assistive Communication) device that a student has is different and I learn how to program it on my own time. I learn how to use it on my own time. I teach myself how to teach my student how to use his device.

4. Twitter, Facebook, Nings, and other Social Networks are vital to my professional development as an educator. So, why do you keep blocking things that I need access to in our school setting? Why can't teachers have access?

5. Do you have any idea how CRUCIAL the BoardMaker software is for a special ed. teacher? Do you know how it works? Do you know the cost? The accessories? The benefits? This is, by far, the most important piece of technology in teaching my students and helping them learn. The possibilities here are endless.

6. Why aren't you holding more teachers accountable for teaching 21st Century Skills to our "Digital Natives?" It seems to me that SOME teachers are getting away with using overhead projectors with transparencies that have problems filled in with Sharpie! They are making copies of worksheets from 20 years ago instead of finding new ways to teach antonyms and synonyms. They are relying on the SMART board to be a glorified TV screen. They barely check their email and could not imagine what they would do in the computer lab with more time.

7. I graduated from college in May 2003 and we were making webpages then. It is now July 2010 and there are STILL administrators, teachers, and other staff who do not have websites or blogs. WHY? Why don't YOU have an administrative blog or Facebook page? Why aren't you on Twitter? Are you hiding something? Don't you need a PLN? Don't we ALL need a PLN?

8. Do you have an iPhone? An iPad? An iTouch? How could that device make life easier for someone with special needs? Someone who doesn't speak? Someone who needs life defined with visual icons or photos? How could your iPhone or iPad change a life?

9. Please make a plan. Please make a plan on how we can move forward with technology in our building in a concrete and realistic way. Please encourage every teacher to have a plan. (For example, from a list of 5 digital technologies, every teacher in the building must choose one, learn to use it, and show how to integrate it into his/her teaching by the end of first semester. Each teacher could share his/her use of the technology thus building a repertoire of technology uses in the building.) Make some sort of plan for growth and hold everyone accountable.

10. Students with special needs are digital natives now too. They can often use the computer with better accuracy than the digital immigrants. They can create e-portfolios, click from homepages, use Flip Cams, access SMART boards and SMART Responders, use Google Images and Google Maps, play educational games, access movie clips on You Tube, type spelling words, write stories, create graphic images, etc. etc. etc.

"Differentiation" Stop rolling your eyes...

2010-07-21T01:23:00.000-04:00

Inspired by the afternoon session of #edchat today, I feel that there's a need for a blog post about Differentiation.

Oh yeah! Another buzz word!

I know. I've seen your eye rolling. I've seen your finger quotes around the word "differentiation."

But, keep reading, I might hook ya.

Sure, we all know what differentiation is, right? Well, we sure know the definition that we can give if asked by an administrator or community member: Differentiation is teaching to the needs of every learner. It's giving different strategies to different learners to get the same result: a good grade on the standardized test, right?

Wrong.

I'm not looking for the definition, but some practical applications, because I'm just not convinced that it's as difficult as we make it seem.

(But what about the teachers who say that "Differentiation" takes up too much time??? Well, as I read tonight on #edchat from @web20classroom and I quote "We take the time for things that are meaningful in our lives. If education and kids aren't meaningful, time to move on." Priceless.)

So, here, some practical applications of "Differentiation:"

1. Upon reading a book in an elementary school classroom at the "carpet area," allow students with attention concerns, sensorimotor problems, or other sensory issues to sit in chairs, bean bags, or in a defined space on the carpet away from other wandering hands.

2. While reading a story to elementary school students, stop to ask questions to help make connections. Being aware of students' baseline levels, ask one student to name the characters in the story. Ask another student to tell which character is his favorite and why. Ask the nonverbal student with autism to point to a verbally named character.

3. @suedensmore gave a great example from her music class during #edchat-"Differentiation: some kids can play the lead part, others play more supporting w/less notes. We all play the same song."

4. In a 3-8 math class where students are expected to know the times tables, place a multiplication table on the desk (or inside a notebook or the front cover of a text book to be more discreet). Better yet, hand the student a calculator!

5. If you know that one of your students works at a slower pace than the others and you hand out a worksheet that needs to be completed, why not CUT THE WORKSHEET IN HALF for that student. OR, do it for half the class (no one will know which students need less work).

6. STOP TEACHING WITH WORKSHEETS! But, if you must, alter the worksheets for students. Remember that students with special needs like autism or Down syndrome are often visual learners, but so are many others. Take out extraneous detail or distracting content. Limit text on the page. Provide visual cues and less answer choices. (If you didn't create the worksheet, but are photocopying it, use White Out or place a Post-It over the section you want to delete while you copy the page.)

7. In high school, let the student decide what grade to work for. Give out a rubric for an A. Give out a rubric for a B. Give out a rubric for a C. Tell the students that they can choose to get any grade they want A-C depending on the work they complete.

8. While lecturing and expecting students to take notes in a high school or middle school class, consider handing out a template ahead of time to students who may need it. Allow students to record lectures. Consider recording your own lectures using a Flip Cam and post your lectures online to help students make connections between their notes and your presentation.

9. In an elementary classroom where students are learning to add and subtract, try using Touch Math. Teach this method of counting touch points to the whole class, and let students choose to use the strategy or not. Do the same with touch points for coins.

10. In a Kindergarten when writing their names, some students can use a #2 pencil, some students may need a fat tipped marker, some students may need to use stamps, while other students may need to use a keyboard to type the letters.

11. In P.E. class, if a student cannot perform the assigned task, can it be modified? If the student can't do jumping jacks, how about just the legs? or just the arms? How about running in place?

12. Writer's Workshop. One student may be encouraged to write a paragraph and type it on the computer. Another student may be encouraged to write a complete sentence and check it with a proofreading checklist. Another student may still be asked to draw a picture. Another student might make a graphic image or even post his work on glogster.

I believe strongly that, if you don't "differentiate," you truly are not doing your job as an educator.

And the term "differentiation" is just a buzz word for something that's been around forever, it's called good teaching. It's called great teaching.

And great teaching never goes out of style.

LABELS, be gone...

2010-07-18T21:15:00.002-04:00

Recently in our community, I've heard there's been some talk about my classroom.

Let me explain.

When I say "my classroom," I always feel that those words encompass many many things. "My classroom" signifies myself, 6 special education aides that come and go throughout the school day, an SLP who also has her own room, an OT and PT who come and go throughout the school week, a Music Therapist who visits once per week, ALL the strategies that the aides and I replicate when all of the therapists leave, along with functional skills to make life easier and academic content standards ranging from grades Pre-K through 3, depending on the student. Mix all that in with my passion to integrate 21st Century Skills for kids with special needs and you get MY CLASSROOM.

Oh, did I mention that the kids in my classroom have autism, Down syndrome, genetic disorders like Prader-Willi and 2q37 Deletion Syndrome, hearing impairments, speech and language impairments, etc., etc., etc.?

Now, after saying all that, DOES IT REALLY MATTER WHAT MY CLASSROOM IS CALLED?

Well, I think it shouldn't...

But I keep hearing words like "Self Contained" and "MH Unit." Other words being thrown around are "CD Unit" and "MD Kids." "THAT Special Needs Program" and THE "special" program with finger quotes and all...

When I started teaching special education 7 years ago, I always referred to my classrooms as "classrooms" or "resource rooms." And three years ago, when I began to teach kids with moderate to intensive needs, I knew there was some talk of a "unit." I was unimpressed with this language and preferred to say "classroom."

I feel like we came to a compromise as a school building and our classroom is simply referred to now as "Room 5." The teachers know what "Room 5" means. And, if you have a student in Room 5, you know what it means. Otherwise, you don't need to know about it. If you ask, I can tell you what I do. I teach kids with special needs and help other kids in the building who need interventions. I teach in Room 5 down the hall.

I suppose you could make the argument that one of the resource rooms should be "self contained" to be sure that your building is offering the continuum of services, right? (The continuum of services in Ohio means the Least Restrictive Environment, or the place the child can succeed with the least supports.) Well, in Room 5, we do offer the continuum. I have a student who comes to me for only 50% of language arts and is included for the rest of the school day. I have a student who comes to me for language arts and math, and is then included. I have a student who comes to me for all instructional areas and is included for music, P.E., and media center. WE OFFER THE NECESSARY SUPPORTS, so WHY LABEL IT?

I am so passionate about what I do. I want so badly to help my students be integrated into their own "regular" classrooms (which we call "Room 11," "Room 22," and "Room 19").

But, if people are still demanding terms like "self contained unit," are we really moving forward at all?

So, I'd like to encourage anyone reading this blog. GET RID OF THE LABELS. Call your classroom what it is, A CLASSROOM! It's a learning environment like any other room in the building. It's a resource room. It's NOT A "UNIT." It's NOT "SELF CONTAINED."

And put the child FIRST. Don't say "the autistic girl." Try "the girl with autism." Don't say "That Downs boy." Try "the boy with Down syndrome." The child should come FIRST, not the disability.

Teach kids (ANY KIDS, ALL kids) to empower themselves with words. "I am NOT a label. I am NOT a disability. I am a person FIRST. And I learn in a CLASSROOM."

For us, it's Room 5. :)

Sharing My Toys...

2010-07-16T21:59:00.001-04:00

While I have started this blog to reach out to the professional community and attempt to build a Personal (and/or Professional) Learning Network, I had started a blog about a year ago to improve communication with the parents of the students in my class with moderate to intensive special needs (autism, Down syndrome, cognitive disabilities, genetic disorders like 2q37 Deletion syndrome, hearing impairments, etc.). My students currently range in age from 5 to 9, grades Kindergarten through Third. I have been able to share articles, information, reminders, photos, and more with this Classroom Blog. I'd like to share it here:

Miss Kolis' Room 5 Blog

While I feel that our classroom blog improved parent/grandparent communication, I was also searching out an easier way to communicate websites to my students and special education aides without continuously programming them into each computer's bookmarks, writing them in the lesson plans, posting them on notes near the doorway, etc., etc. In order to do this, I created a homepage where our students access links (on the left side of the page) and our aides access links (on the right side of the page). I'd like to share that here:

Room 5 Homepage

Lastly, I created a page of links for a series of technology classes that I taught to our district's (Brecksville-Broadview Heights City Schools in Brecksville, OH) teachers this summer. I'd like to share that as well:

Teaching (and Differentiating) with Technology 2010

Please use these links as you like!

House Rules by Jodi Picoult from a Teacher's Perspective...

2010-07-13T22:50:00.002-04:00

Late last night I finished the book House Rules by Jodi Picoult. As an Intervention Specialist who works with kids with moderate-intensive special needs (with the most common being autism currently), people have been asking me for weeks if I've read the book yet, if I've started it, if I've heard of it, what my thoughts are...

If I'd known then what I know now, I would've thrown down all the Twilight, Breaking Dawn, Chelsea Bang Bang books and headed right for my hard bound copy of the newest Jodi Picoult that was apparently burning a hole through my book shelf.

I knew two things about this book before reading it. #1 The book is about a boy with Asperger's. #2 Autism Speaks is a fan of both the book and the author.

I was skeptical, only because I know that often books or TV shows depicting kids with autism or Asperger's play on the stereotypes and the splinter skills and the kids who are prodigies or savants. And not all kids with autism and Asperger's are savants. In fact, of the kids I have ever known with autism or Asperger's, not one is a savant, or a prodigy. They are all amazing and interesting and intriguing, and yet, none are the same. None. There's even a saying we have that says "If you've seen one kid with autism, you've seen ONE kid with autism."

I also wonder sometimes about Autism Speaks. While I think they are doing AMAZING things and participate in the yearly Walk Now for Autism in Cleveland and donate regularly, I also wonder if they are on the wrong side of the argument, if any. Do I subscribe to the "Cure Autism" side? Or do I subscribe to the world where there are people with autism and people who are "neurotypical" and neither is bad or wrong and neither should be changed or fixed? I straddle the fence on so many of the issues dealing with autism...

So again, I began this book, House Rules, with skepticism.

The book is set in a small town in Vermont, as told from the perspective of 5 different characters, Jacob, an 18 year old boy with Asperger's syndrome; Theo, Jacob's 15 year old brother; Emma, Jacob and Theo's mother; Rich, the Townsend, Vermont detective; and Oliver, a lawyer who is new to the small town.

Of all the fiction AND nonfiction books I've read about Asperger's, this may be the truest to life. This book may have the best descriptions, show the best emotions, and tell the best "story" of Asperger's that I've ever been able to read.

And as a teacher, I can only know the story and the feelings from one perspective, and I am just so curious, all the time, about the other side, the parents' side. And this book shed so much light on that side.

...while also telling a great story. A controversial story. A story that was, at times, a little hard for me to read. It was hard to swallow. It was a struggle to see some of these words on the pages.

One of the hardest parts of this book, for me, was the incessant use of the "R" word that also runs rampant in our society today. This word, "retard," hurts me to the core. This word that is so loosely thrown around is used by teenagers and by adults and by people who give no thought to what or whom they are referring. And it hurts me. And I always wonder, if a teacher can feel this actual pain, how does a parent feel? A brother? A grandmother?

This next part, that I'd like to quote from the book, seems to take a scene and actively describe the way society still feels about people with special needs. This one simple scene in a book shows me that people like me still have so much work to do.

House Rules page 422- From the perspective of "Rich" the detective:
"The running joke among those of us sequestered for the trial involved the sensory break room. If the defendant can get some special accommodations, why not the witnesses? Me, I want a Chinese food take-out room. I tell this to the DA when she comes to let me know that I'm testifying next...."
"... I'm only half kidding. I mean, if the court was willing to bend over backward for Jacob Hunt's Asperger's syndrome, how long will it be before this is used as a precedent by some career criminal who insists that going to jail will inflame his claustrophobia? I'm all for equality, but not when it erodes the system."

Hmph. I almost can't put words to my feelings after reading that.

And then, later on, a paragraph that means everything to me~

House Rules page 482- Jacob is speaking in court-
"When I first got my diagnosis, my mother was relieved, because she saw it as something that would be helpful. I mean, teachers don't look at kids who are reading eight grade levels above where they should be and doing complex mathematical proofs in third grade and think they need special help, even if they are being teased all the time. The diagnosis helped me get an IEP, which was great, but it also changed things in a bad way." Jacob shrugs. "I guess I expected it to be like this other girl in my grade who has a port-wine stain on half her face. People go right up to her and ask about it, and she says it's a birthmark and that it doesn't hurt. End of story. No one ever asks if they can catch it like a virus, or doesn't want to play with her because of it. But you tell someone you're autistic, and half the time they talk louder to you, like you might be deaf. And the few things that I used to get credit for- like being smart, or having a really excellent memory- were all of a sudden just things that made me even more weird." He was quiet for a moment, and then turns. "I'm not autistic. I have autism. I also have brown hair and flat feet. So, I don't understand why I'm always 'the kid with Asperger's.'"

It's clear that we've got so much work to do. But maybe, just maybe, books like House Rules, are a great starting place for the general population who wouldn't ordinarily educate themselves on the intricacies of a syndrome that can change a family, a school, a community...

More resources:
Autism Speaks
Autism Speaks- Official Blog- Talking with Best Selling Author Jodi Picoult About House Rules
Spread the Word to End the Word
Autism Today
Kids Together, Inc.
Skill Building Buddies

Other great books about special needs in story format:
The Curious Incident of the Dog in the Night Time by Mark Haddon
Road Map To Holland by Jennifer Graf Groneberg
Thinking in Pictures by Temple Grandin
Born on a Blue Day by Daniel Tammet

How Do We Teach Kids With Special Needs to Problem Solve and Think Critically?

2010-07-08T14:53:00.003-04:00

Critical Thinking and Problem Solving.

21st Century Skills.

Autism Spectrum Disorder.

Buzz Words.

But when you are working with kids with moderate-intensive special needs, and your starting point is completing ANY task independently, how do you eventually move to critical thinking and problem solving?

I'll use Student A as an example.

Student A came to Kindergarten with autism. Student A flapped his hands, jumped up and down, was relatively nonverbal with the exceptions of the approximations of the words 'yes' and 'mom' in the school setting. Student A receptively knew all letters and letter sounds. Student A did not complete any tasks independently with the exception of using the bathroom.

In first grade, Student A grew by leaps and bounds. Starting with matching pictures and objects, pulling objects apart, putting objects together, putting together 2 piece puzzles, categorizing by color, pressing one object on the computer screen on a touch screen, pointing to the verbally named picture. Contrastingly, Student A learned to read. He receptively could show how he could read a text and choose the correct answer to a comprehension question. He could use manipulative letters to spell words. He could receptively choose numbers 1-100. His expressive language grew by hundreds of words in the school setting.

In second grade, Student A grew even more. He could read text on a second grade level and answer literal comprehension questions receptively. He could complete up to 10 previously mastered tasks dealing with matching words and pictures, color and shape words, stringing beads, squeezing clothespins, tracing letters, completing puzzles, categorizing by color or shape, matching time to the hour with analog and digital clocks. He could complete a 24 piece puzzle with minimal assistance. He could play simple computer games on a touch screen on the computer. He could communicate with words, gestures, and picture cues, and began to use an AAC device.

And now, as Student A enters third grade, while there are many skills that we will continue to focus on, I am becoming increasingly interested and focused on how to teach him critical thinking and problem solving skills. He's proven that he can learn. He's proven that he has many many skills. He's proven that he can learn in many settings, that he can generalize skills, that he can communicate with "full communication..."

But how can a student with autism learn to problem solve and think critically?

We're going to start with the basics. Here are my first ideas. Please share more!

1. Take the chairs away from the table before working. When we get to the "one to one teacher table," ask, "What do we need?" If Student A does not get a chair, physically prompt him to go get a chair and bring to the table. Continue until only gestural prompts are needed. Continue until only verbal prompts are needed. Continue until no prompts are needed. Use visual schedule for prompting if needed.

2. When completing work that requires scissors or pencils, move items farther away from Student A. Repeat prompts from idea #1.

3. Teach Student A how to turn on the computer. Once he has mastered the process, begin to leave the computer off. When it's computer time, say to Student A, "What should we do now?" Fade prompts.

4. Student A LOVES to play with cards. Spread student's favorite cards on the table. Leave one with a large rip in it. Leave the tape dispenser next to the cards. Wait for student to initiate problem solving. If he does not, show Student A how to repair the card with tape. Repeat process with faded prompts.

5. In the Independent Work Station, items are always lined up correctly and appropriately to minimize frustration and increase motivation for success. Move items around in the station. Watch for frustration level. Adjust as needed.

6. Continue work with feelings. Look at a face. Ask, "What is this girl feeling?" "WHY could she be feeling this way?" Make a list of reasons for a particular feeling OR a list of feelings or a particular "face."

7.

July 4th Preparations for Kids with Special Needs

2010-07-02T19:17:00.002-04:00

It's a Holiday Weekend, "Woooooo Hooooo!" Right?

Maybe, It's a holiday weekend, "OH NO!"

Ever stopped to think what life might be like if you had a child with special needs during a holiday weekend?

What if your child thrived on routine, a sense of structure, a calm atmosphere, and/or a predictable social script for every situation?

Now, throw in a holiday, especially one like July 4th. July 4th is all fireworks, parades, fire truck sirens, and polka bands, candy, and swimming, and outdoor grilling, new smells from the neighbors' backyards, and cars lining your ever so quiet little road.

Here are a few tips to set your child up for success and enjoy the "holiday:"

1. Social Stories. Set your child up for success by sharing with him, far in advance, the plan for the holiday. If possible, share the information in short, understandable sentences or phrases with simple visuals. Read the social story every day leading up to the holiday. Your child will be more comfortable with the forewarning.

2. Food Options. The menu at the picnic is hot dogs and potato salad but your daughter eats only pizza or chicken nuggets. Bring your own food. Why stress out over the food menu when you can simply prepare what you know your child will already eat? If your hosts are offended, they simply do not understand your world.

3. Bring at least one or two comforting and familiar 'toys' or objects that your child favors. Optimally, you've already forewarned him that there would be a trampoline, many kids, and lots of taking turns, but, maybe in the moment, it was a little overwhelming. Comfort him without a scene, then try the trampoline again later.

4. Don't force it. Your child is different. Different IS NOT BAD. Different is NOT WRONG. Don't force her to participate in any new activity that she is uncomfortable with today. Today is already a hard day.

5. Provide for sensory needs. If you know that your child hates loud noises, bring ear plugs or head phones. If you know that the smells of candy will drive her crazy, bring an "If-Then" board (If you watch parade, then you eat candy).

6. Skip the Live Fireworks. Did you know that you can watch a lovely fireworks show from Times Square ON TV??? Sometimes adults put way to much emphasis on this tradition when, in reality, it's a dangerous tradition that is scary to both typically developing children and those with special needs.

7. Use a visual (or object or written) schedule. Show the plan for the day. "First car, then grandma's house, then parade, then candy, then chicken nuggets, then trampoline, then home." Show when each "task" has been completed.

8. If it's too stressful, treat the day like any other summer day. You can "celebrate" the 4th in your heart, and skip the picnics, parades, and razzle dazzle. If you don't miss it, they certainly won't.

Happy 4th of July to you, in whatever way you choose to "celebrate." :)

Can You Help Me With a PLN?

2010-06-27T17:25:00.001-04:00

So I'm really getting into this whole notion of having a PLN (Personal Learning Network). Having a PLN almost seems like a necessity now that I am truly understanding and learning and reading about it. I was already using Twitter, Facebook, Glogster, Wordpress (http://staff.bbhcsd.org/kolism), this blog, and other tools, so why not reach out to some people and offer suggestions while taking some advice in the process?

I am pretty sure I was already doing this by following larger organizations like Autism Speaks (@autismspeaks), Mayer-Johnson (@MayerJohnson) and the Upside of Downs of Greater Cleveland (@USODNEO) on Twitter and Facebook and then reading the articles that were posted. I was doing all the learning, but not contributing much.

What I learned is that, I can follow regular people who tweet and retweet their own blogs. I can tweet my blog too, and hope that someone will find my messages worthy of retweeting as well. I can keep learning about the digital tools that we can use and ask for advice and it's okay.

You see, in our district, asking other teachers for help is a weakness. You never show this weakness. Collaboration is almost nonexistent. Sure, we are united for common causes. We always pull together for charity and philanthropy. We are friends outside of school. We are cheerleaders for each other when something great happens. But when it comes to your class or your students, we are closed door. They are MY kids or YOUR kids. It is MY room and YOUR room. It is MY program and YOUR program. There is certainly a minority of people who TRY to collaborate, but it is not commonly accepted.

And so, this notion of networking to become better is what I crave. I crave this network of "strangers" to help me with ideas, to nurture what I can share with them, to understand that I can offer something without trying to boast or be any better than them. I am so passionate about this work and want to know people who truly feel the same and want to share it.

So, here is my search for a PLN. I'm on Twitter (@Room5Friends AND @morgank18). I'm trying to friend lots of people and organizations. I'm trying to stalk others' "followers" to see who I can follow with similar interests. I joined The Educator's PLN Ning. I invited teachers from my school and district to do the same. And... now what?

So what are my interests? I LOVE teaching special ed., I love kids with autism, with Down syndrome, with genetic disorders, and all kinds of special needs. I love trying to integrate technology into the classroom. I love trying to figure out how to integrate web 2.0 tools with special needs kids. I love attacking 21st Century Skills for kids with special needs. How can we get them to problem solve? How can we get them to critical think? (while still working on functional living skills and basic reading skills and math skills...) I LOVE this work. (Oh yeah, and I like long walks on the beach, candle light dinners, etc., etc.)...

And again... now what?

Teaching (and Differentiating) with Technology 2010

2010-06-25T00:20:00.001-04:00

Last week I taught a technology class for teachers in our district called "Teaching (and Differentiating) with Technology 2010." While I was discouraged by the low attendance of these FREEEEEEEEEE classes, I was also encouraged that maybe the few people that attended might begin playing with and using the technologies that we worked on. Also, one administrator came, so I was really encouraged by that!

Seems to me that, in a district where we boast about our high test scores and student successes, more teachers, administrators, and staff members would be interested in learning about tools that would help them become more efficient, effective teachers.

Regardless, here's a run down of the classes that we offered:

1. Blogging and Homepages (Setting up your own blog through WordPress or your own Homepage using Protopage). What are the benefits of using a blog or homepage? What are the differences? Step by step set up.

2. A Re-Introduction to the SMARTboard (After 3 years of having SMARTboards in our classrooms, you'd think we've have the Basics down by now. This was the most highly attended class.)

3. Social Media for Education (By far, I was most excited about teaching this class. 6 people came.)

4. Beyond the Basics: SMARTboard Tips and Tricks

5. Flip Cameras (Even teaching this class seems silly because they are so easy and self explanatory, right?)

6. Digital Storytelling

7. Google Apps (Oh how I wish more people had attended this!)

8. Where do you find this stuff? Web Exploration time (I showed the 5 people that came how to use Wordle, then spent the next hour re-teaching Twitter and explaining our new email.)

9. BoardMaker Plus v.6 (Mostly for Special Ed. teachers/ Intervention Specialists, but some reg. ed. folks showed too, thank goodness!)

10. Grant Writing for your Technology Needs

10 Things Special Ed. Teachers Should Be Able To Do...

2010-06-24T23:36:00.001-04:00

After reading the post What Teachers Should Be Able To Do on the "What Ed Said" blog tonight, I got to thinking...

If I made a list of 10 things that every special ed. teacher should be able to do, it would go something like this:

10. Write a legally defensible IEP using the IEP writing software provided by his/her district. (i.e. When learning the new software, do not ask, out loud, how to log in to the computer.)

9. Give a reasonable learning objective for every activity planned throughout the course of the school day. (Sure, you might see my student playing Wii Bowling once a month, but I have at least 5 objectives tying to his IEP objectives, developmental stages, and academic content standards that explain why.)

8. Proofread an IEP written by someone else and ask questions/provide suggestions/find errors.

7. Explain and/or demonstrate how he/she stays up to date or gets the latest research or information on best practices in special education. (Can you say PLN?)

6. Describe how your students can use at least one new piece of technology in making life/communication/ social skills/ social situations/ academics easier.

5. Relay the relevant background information and likes/dislikes of each student on your caseload without having to look it up.

4. Describe, demonstrate, or provide evidence of the research based strategies/ interventions/ methods used in your classroom.

3. Describe or demonstrate assessment and data collection for each student on the caseload.

2. Create student schedules, special education aide schedules, therapy schedules, and a personal daily schedule from the school master schedule keeping in mind the exact minutes of pull out or inclusion each student has listed on his/her IEP. Execute and tweak that schedule.

1. Communicate with parents! Blog, twitter, daily reports, Friday folders, progress reports, notes home, phone calls, emails, etc., etc., etc...

But yikes, this list could go on and on and on and on....

Shake What the District Gave You

2010-03-07T18:07:00.002-05:00

On Friday I was charged with the task of "telling others about what you do in your classroom, and then telling them about the ways you've gotten extra money for your classroom."

Hmph. And I'm supposed to turn that into a presentation and give it to a group of my peers? Awesome.

The presentation was Friday morning and my presentation turned into something named "Shake What the District Gave You." The title was supposed to be funny. Before the presentation, other teachers actually asked me what the title meant. Crap. Couple that with a question asked by one of our teachers, "So, how did you get picked to give this presentation?"

Then the keynote speaker was all motivating and awesome, so I wasn't quite sure how I would follow that.

I'd given presentations before but not to a group of teachers from my own district...

So, here's what I talked about. Plain and simple. Look at all the stuff the district gives us for free and here are my favorite of all the technology "tools" we have-

(And all the links are on my other blog page- Miss Kolis' Room 5 Blog- http://staff.bbhcsd.org/kolism- you can go there, find March 5th Tech Inservice Waiver Day in the right hand column, and get all the links...)

1. http://www.delicious.com/- Delicious is a social networking tool that the district suggests we use. If we all used it, we could all be connected through websites and "share our toys." Delicious takes all your "favorites" or your "bookmarks" and puts them in one place on the web. Delicious also allows you to tag your websites so you can sort them for yourself. You can also share them with other users. I learned how to use this over the summer of '09, and I think it was a little behind the times then... When I asked if I had "sold" anyone on Delicious, I saw 3 heads nod.

2. http://www.twitter.com/- Twitter in education is still pretty new, especially in our district. And sure, we all hear it, "who wants to share what they are doing in 140 characters or less anyways?" And, "I don't need anyone to know that much about my life..." But what if you can connect to organizations that you do care about, read 140 characters, and see if you want to read the article they are pushing. That's the part I like about Twitter in the classroom. I can read updates from Autism Speaks and from ModelMeKids and from the EDPressSec. And, I can tell the parents of my students what we did that day in 140 characters. And some of them do care. Cool. I might've sold 1 person on this.

3. Blogging. As you can read, blogging is my favorite new hobby. And the parents love it. And other educators can use it. And it gives me a written record of what I did in my classroom that week. Before my blog, I was mediocre at Parent Communication. Before that, I was horrible at Parent Communication. Blogging has single handedly changed my world of communication. And to think that, when I started college in 1999, teacher websites were just coming on the scene. And the majority of teachers in our district DO NOT have a blog or webpage. Btw, we use Word Press for Blogging through the school... and I obviously use Blogger. These seem the most simple to me. And simple is good for teachers who need more hours in the day.

4. Last, I talked about BoardMaker Plus and the whole family of BoardMaker software. I think the company of Mayer-Johnson could hire me. I dream about working for them because I already promote their products. I showed the high tech (inserting BoardMaker software into SMART Notebook software and making interactive boards and books) uses of BoardMaker, but I also showed the low tech side (file folder games, visual schedules, mini-schedules). Plus I found the best site to pair with BoardMaker called AdaptedLearning.com. I'm not sure how I survived without it. (I heard about it by following Mayer-Johnson on twitter!)

5. I, then, concluded my presentation with discussion about HOW to get the things you want IF the district doesn't provide them. My first suggestion- Ask someone. My second suggestion- Ask someone else. My third suggestion- Write a grant. It't not as hard as you think. I shared easy grants to write and offered myself and my former work to all of the members of the audience.

All in all, I'm not sure that I sold anyone on anything. But, I succeeded in the fact that I made it through the presentations without embarrassing myself terribly.

I also did that with the help of the keynote speaker. He was 100% himself in his presentation to over 300 teachers. And so I thought, I can be myself. And be comfortable in myself. And say what I say. And do what I do.

So I did.

Now, go Shake What the District Gave You.

Most thought-provoking quote of my day...

2010-03-05T19:18:00.000-05:00

"Pieces of what we do will always be invisible. Pieces of our students’ lives will always be invisible. Unless we want to suit up with full-on, both-end-of-candle-burning messiah complexes, we will never see all of the invisible pieces of each child’s life. I’m not so dense as to be ignorant of this fact." - Zac Chase (from his blog- Autodizactic- http://autodizactic.com/blog/)

Technology Inservice Day in the Ville....

2010-03-05T18:54:00.001-05:00

Today was Technology Inservice Day and someone decided it only needed to be half day! Can you believe it? Regardless, we started the morning with a keynote speaker who is traditionally terrible. Today, however, was different...

Today our keynote speaker was a guy named Zac Chase. As far as I know, Zac doesn't have any letters after his name indicating a P.h.D. or an MD or an ABCDE... And yet, he was the most inspiring speaker that Brecksville has brought into our district for as long as I've been a teacher here (which has been 6 years).

From what I understand, Zac was asked to speak at our school because our tech director, John Schinker, spent some time with him in the organization Educators Without Borders, and felt inspired by him. And, as John introduced him this morning, I couldn't help but think... "This guy is the most well rounded guy I've ever heard of." And I was a little skeptical.

And then I realized that he was the guy at the door that greeted me AND laughed at the giant coffee that I brought with me. I liked him already. Plus he was wearing sneakers with dress clothes AND had his eyebrow pierced. Even better. Then my friend Karin leaned over and said "This guy IS you." To which I replied "Yeah, but he is waaaaay more hilarious than me." She agreed.

Zac was able to engage a crowd of Brecksville teachers for an hour. This, I will tell you, is an amazing feat! One that I wouldn't want to take on!

Here's Zac's blog so you can be inspired by his adventures, instruction, and ideas too- http://autodizactic.com/blog/

I, unfortunately, was one of the break out session presenters that had to follow Zac's great keynote speech.... Here is the link to my other blog page that shares more... http://staff.bbhcsd.org/kolism. If you scroll down the "Where Can I Find...?" section, you will find March 5th Tech. Inservice Day. You can click there to access the video I showed ("A Vision of K-12 Students Today") and access all of the links that I shared during my presentation "Shake What the District Gave You." Note: This title was supposed to be funny. I realized later that some people... did... not... get... it.

To conclude, today (this morning) was a good day. :)

Starfall- Learn to Read

2010-02-28T19:07:00.001-05:00

Know about this little website?

http://www.starfall.com/n/level-a/learn-to-read/load.htm?f

Nice way to practice letter/sound blending. Use this in Center Time or on your SMART Board or Interactive Whiteboard.

An Ever Growing Special Needs Book List

2010-02-26T22:35:00.002-05:00

House Rules by Jodi Picoult

My Friend Henry by Nuala Gardner

Born on a Blue Day by Daniel Tammet

Thinking In Pictures by Temple Grandin

The ADHD Autism Connection by Diane M. Kennedy

The Out of Sync Child by Carol Kranowitz

The Out of Sync Child Has Fun by Carol Kranowitz

The Roadmap to Holland by Jennifer Graf Groneberg

Ten Things Every Child With Autism Wishes You Knew by Ellen Notbohm

Ten Things Every Child With Autism Wishes Their Teacher Knew by Ellen Notbohm

The Memory Keeper’s Daughter by K. Edwards

Louder Than Words by Jenny McCarthy

The Curious Incident of the Dog in the Night Time by Mark Haddon

Send in the Idiots by Kamran Nazeer

My Stroke of Insight by Jill Bolte Taylor P.h.D.

Turning Best Practices Into Daily Practices

2010-02-21T22:07:00.001-05:00

This was, by far, the best presentation of the two day Ohio Conference for Classroom and Special Education Teachers in January of 2010. This presentation “Turning Best Practices into Daily Practices” was given by Anne Beninghoff. Anne is an internationally recognized consultant and trainer with more than 25 years of experience. She has published several books and videos and focuses on creative and practical solutions for effectively including students with diverse learning needs.
Not only did Anne give real and practical information, but she also shared the names and publications where the research for this information is published. Anne covered these 9 Best Practices: Increasing Participation, Focusing Attention, Identifying Similarities and Differences, Using Non-linguistic Representations, Making Connections, Determining Importance, Strengthening Memory, Summarizing, and Challenging Thinking.

An example of turning “Making Connections” into a daily practice- Lighting Up the Brain- Get a large chart paper. Draw a large brain (oval with lines throughout) on the chart paper. Ask students to gather around the large brain on the floor. Give each student a marker. Ask students a question to tap prior knowledge (example: What do you already know about the Solar System?). Students write something they already know about the Solar System in the brain on the paper. Teacher gets glow in the dark paint (Michaels, JoAnns, Pat Catans). Teacher puts paint next to each fact that the students already knew about the Solar System. Turn off the lights and see the brain light up! (This is after discussing with the class that when you make connections in class, you “zap” your brain with electricity.) Students can literally see how their connections (prior knowledge) make their brain light up (glow in the dark paint).

An example of “Strengthening Memory” as a daily practice- Spelling Shapes- There are 5 memory paths. Two of the memory paths are semantic memory (word based, used most in schools, hardest to access) and episodic memory (location-driven, easiest to access). In order to use both of these memory paths to learn new spelling words, try this. Hand out a graphic (an example could be a stick figure person). Tell the class the first new spelling word (an example could be the word ’squish.’) Ask- Where should we place the word ’squish’ on this picture? Students may suggest to the put the word ’squish’ under the foot of the stick figure person. Tell the class that the next spelling word is ‘queen.’ Students may suggest to draw a crown on the person and place the word ‘queen’ inside. This method continues for the rest of the words. The students can then take the drawing/spelling words home to study.

MANY other strategies were discussed and I can share them upon request.

Letter Naming Fluency? Alphabet Memory!

2010-02-21T09:40:00.001-05:00

Your student is having trouble with Letter Recognition (expressively naming the capital and/lowercase letters of the alphabet) or Letter Naming Fluency (expressively naming the cap/lowercase letters quickly in one minute of time).

First, collect baseline. You could use the DIBELS benchmark score (K or 1) for the beginning of the year. You could also use http://www.interventioncentral.org/ and print your own Letter Naming Fluency Probe with data collection sheet.

Next, try this- ALPHABET MEMORY GAME.

Materials: Cards with capital and lowercase letters printed on them.

Use 8-12 pairs of cards depending on the students. Ask 2 or more students to play (the lower the number, the more "intense" the intervention. Decide how often you will complete this "intervention" (ex: twice a week for 10 min.).

Students should take turns choosing 2 cards and attempting to match the capital and lowercase letter. Each student should say the letter names out loud (expressively) before taking a match or flipping over a non-match.

Monitor progress. Once a week, pull your student for one minute to complete a Letter Naming Fluency probe. These can be found on interventioncentral.org or you can make your own. Time your student for one minute. (DIBELS beg. benchmark is 8; midyear benchmark is 27 for a Kindergarten student.)

This intervention can be found (with print ready materials) on the Florida Center for Reading Research website- http://www.fcrr.og/.

Interventions and such...

2010-02-21T09:28:00.001-05:00

Along with some educational book reviews, I may start posting some Intervention Strategies on this blog page. As an "Intervention Specialist" (more commonly known as a special education teacher), I think I have some valuable things to share. Keep in mind that the Interventions that I will share are all research based (unless otherwise noted). I did not create these interventions and I will not take credit for them. I will however, share them. :)

My most valuable websites for finding research based interventions are:

http://www.interventioncentral.org/- While semi-hard to navigate and visually overstimulating, this site has GREAT resources. They have research based interventions, curriculum based measurements, data collection charts, progress monitoring tools, etc., etc., etc.

http://www.fcrr.org/- The Florida Center for Reading Research now has a Search Tool! This is so exciting! Search by grade level and/or problem area. My favorite by far.

http://www.touchmath.com/- I live and die by this math program. I love it. I should really work for this company. I cannot stay enough good things about this program.

My Stroke of Insight by Jill Bolte Taylor P.h.D.

2010-02-14T10:32:00.001-05:00

My Stroke of Insight: A Brain Scientist's Personal Journey by Jill Bolte Taylor, P.h.D.

I've been meaning to read this book for over a year now. It was suggested by another daughter of a stroke survivor. I wasn't ready to read it until now.

This book was incredible. For the first half of the book, I didn't want to stop reading. Hearing the accounts of this woman from her own perspective; the things her brain was experiencing were communicated so well that I had couldn't put the book down. I could hear this woman, this brain scientist, speaking to me directly.

And while I read the book to get some insight into what had occurred with my dad's previous strokes, I began to wonder, "I wonder if these thoughts could be similar to those of a person with autism. The communication is there, but it won't come out. The brain is working and the intellect is there, but it can't be communicated to the outside world." The frustration that could cause!

And as I continued through the second half of the book, I became more and more interested in brain research.

Next book about the brain: The Essential Difference: The Truth About the Male & Female Brain by Simon Baron-Cohen