My Goals, in Retrospect...

This is the first time I am revisiting these goals and reflecting on them specifically since the school year ended...

So much has happened, and I haven't had much time to think about these specifics.

I never imagined that, at the end of this, my 10th year as a teacher, I would be packing up and shipping out.

After having been in the same building for the last 9 years, I am getting moved over to another elementary school in our district.  It's still bittersweet and I am still trying to reflect on the week I found out, and the events following it.

Instead, I should take some time to reflect on our school year and the learning of my students...

In the 2012-2013 school year, a relatively "easy" school year with only 4 students with moderate to intensive special needs turned into another tough year with 6 students with moderate to intensive special needs.  In November, a new third grader joined us, and in March, a new second grader.

We also added 1.5 additional special ed. aides to make our little family just that much larger- 6 students, 6 special ed. aides, and me. :)

Here were the goals I originally set for myself along with my progress and commentary in red. :)

Goal 1: By the end of the year, first and second graders will have created an e-portfolio in Weebly.com.
2 of 3 second graders completed this task and 2 of 2 first graders.  Unfortunately I did not get to this with one third grader and one second grader as they had other needs that took priority.
            A.  Second graders will create e-portfolios in the first week of September. Done.
            B.  First graders will create e-portfolios in the 2-3 week of September. Done.
            C.  Second graders will add to their e-portfolio weekly. We did this, yes.  The weekly entry was a spelling test.  However, more meaningful writing did not take place weekly as I had hoped.  Our writing progress was good, but slower than anticipated this year.
            D.  First graders will add to their e-portfolio every other week. This was tough.  One student added weekly with a spelling test, but the other was more sporadic.  Again, not as much writing progress as I would have liked, slow but steady.

Goal 1: Moderate Success. :)

Goal 2: During the school year, students will use iPads for a creation tasks at least 3 times each.  Yes!  I believe I accomplished this with my students.  One student used I Can Animate to make stop-motion videos with our Legos.  Next, we used the Felt Board app to create characters from the book Freckle Juice by Judy Blume.  Lastly, we worked on using the App Toontastic Jr. Shrek.  This was very cool.
           A. Try out Puppet Pals. We did not try Puppet Pals.
           B.  Try out I Can Animate. Yes!
           C. Find another great App for Creation for my students (Garage Band? Poplet? Type Drawing?
                Toontastic?) Yes!  Toontastic Jr. Shrek and Felt Board.



Goal 2: Success!!

Goal 3: During the school year, participate on school teams, as a valuable team member. Instead of being the leader of many teams, I got back this year to find several of "my committees" had been cut from the committee list anyway.  Somehow, I ended up on the Field Day committee and I surely think this was a success in 2013!  I also worked on the planning team for EdCampCLE 2013 and didn't take over. :)


Goal 3: Success!

Goal 4: Participate in the Global Read Aloud with Charlotte's Web. Yes!  We loved it although we are hoping for a shorter book in Fall of 2013.  There was A LOT of work to do to make additional visual cues for every chapter, every setting, and every character.  We also used the cartoon movie version after every reading each chapter to make sure we understood the plot.
           A. Complete at least 3 Skype or Facetime sessions. Rats!  We Skyped only once this year during the Global Read Aloud, but also Skyped one time during Right to Read Week.
           B. Collaborate in at least 2 other ways with other classes.  Because the book was so long, we struggled to collaborate with other students during this time.  The focus was on OUR comprehension....


Goal 4: Still a success in my book!

Goal 5:  In any one day, leave the building after NO MORE than 10 hours of work.  Success!  in 177ish student school days, I was successful at this in at least 75% of trials. :)  

Wait, does leaving work and going to a 3 hour class on Applied Behavior Analysis once a week count as "leaving?"

Beginning my 10th Year...

Wow. Is 2012 over yet? This has been one of the most difficult years of my life and I am ready for it to be over. But, I wonder, is that fair to my students? I think not. So, in the next week, I'm trying with all my might to gain the strength and the energy to get excited about this school year...

A tentative agreement might help... I can only pray that it's on the way...

In the past several months, I've heard some difficult things about teachers. I've made some tough choices about my involvement in "fighting the good fight."  And I realized a great many things about myself in the process...

During these months, we've heard these kind of things...

"Teachers are greedy."

"Teachers are selfish."

"Teachers are self serving."

"Teachers work 177 days a year, 6 hours a day. It might as well be a part time job."

"Teachers are liars."

"The teachers should go on strike already, anybody would be happy to have their jobs."

"Anyone could do a teacher's job, how hard could it be?"

"Teachers coming out of college could make $30K, after a few years when they want to make more, they can go out and get real jobs."

"Teachers shouldn't make more than $75.000 a year."

"You should be happy you even have a job."

"You are caretakers of the unteachables."

And my personal fave... "The teachers are terrorists!"

Without telling the whole story of our Board of Education-Teacher- Support Staff Negotiations Saga this summer, I'm sure you can make your own assumptions about how well they are going judging by the QUOTES listed above.  Yes, those were actual quotes.

After a difficult school year last year, this was not the summer I anticipated. And after a summer full of stress and additional work, I don't feel rejuvenated for a new year. Not only that, I didn't spend the summer collaborating with other educators, reading teacher books, or LEARNING like I usually do. I didn't spend the summer honing my craft as I usually do. And now, I wonder, will I be letting my kiddos down?

So, I have to refocus.

I have to refocus on my kids and on my classroom and I have to set some goals for the year.

My own little IEP for the 2012-2013 School Year-

My Present Levels:
I have had my third grade students make e-portfolios for the past 2 years.
I have used iPads in our classroom for the past 1.5 years, mostly for drill and kill and motivational purposes.
I have participated on teams, typically as the leader, in our building, but tend to take on TOO much.
I have had my class participate in one Global Read Aloud with Flat Stanley.
I typically work 12-13 hours a day IN THE BUILDING.


Goal 1: By the end of the year, first and second graders will have created an e-portfolio in Weebly.com.
            A.  Second graders will create e-portfolios in the first week of September.
            B.  First graders will create e-portfolios in the 2-3 week of September.
            C.  Second graders will add to their e-portfolio weekly.
            D.  First graders will add to their e-portfolio every other week.

Goal 2: During the school year, students will use iPads for a creation tasks at least 3 times each.
           A. Try out Puppet Pals.
           B.  Try out I Can Animate.
           C. Find another great App for Creation for my students (Garage Band? Poplet? Type Drawing?
                Toontastic?)

Goal 3: During the school year, participate on school teams, as a valuable team member.

Goal 4: Participate in the Global Read Aloud with Charlotte's Web.
           A. Complete at least 3 Skype or Facetime sessions.
           B. Collaborate in at least 2 other ways with other classes.

Goal 5:  In any one day, leave the building after NO MORE than 10 hours of work.

I might be adding on in the upcoming days, but for now, if I can complete these tasks, I will feel that this is a great year.

What are your goals for your year?

Our 2011 Classroom Set Up!

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.

Reflections of This School Year

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?

1. 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!

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...

Autism Awareness. What does that even mean?

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!

Our Love Affair with iPads Continues...

"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.

The Debate over iPads in Education

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.

Room 5 Meets the iPad

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...

5 Reasons I Love This Job THIS WEEK.

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.

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

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?

LABELS, be gone...

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. :)