Stanford

“Do you love children? Do they know it? Children will not learn from adults who don’t love them,” said Major General John Henry Stanford who was hired in 1995 to serve as the Superintendent of the Seattle School District. His leadership skills were unorthodox but widely admired by teachers, principals, students, and parents. When he was hired he promised, “Give me a mission and I will get it done.”

Major General John Henry Stanford

Major General John Henry Stanford

Many influential leaders have been teachers. At least four American presidents were teachers. Poets, writers, artists, musicians, politicians, inventors, and scientists have been leaders in the classroom. Here is a short list of some famous teachers:

Al Gore, Alexander Graham Bell, Andy Griffith, Art Garfunkel, Bill O’Reilly, Billy Crystal, Clara Barton, D. H. Lawrence, Dan Brown, Frank McCourt, Gabriel Byrne, Gene Simmons, George Orwell, Hugh Jackman, J. K. Rowling, Jon Hamm, Kal Penn, Kate Capshaw, Laura Bush, Laura Ingalls Wilder, Laura Mercier, Leonard Maltin, Louisa Mae Alcott, Madeline Albright, Maya Angelou, Mr. T, President Barack Obama, President Jimmy Carter, President John Adams, President Lyndon B. Johnson, Robert Frost, Roberta Flack, Sheryl Crow, Stephen King, Steve Wozniak, Sting, Sylvester Stallone, Thomas Paine, and Tony Danza.

Major General Stanford was buried in 1998 in the Arlington National Cemetery after fighting leukemia. A book he wrote called, “Victory in Our Schools: We CAN Give Our Children Excellent Public Education” lays out much of his vision where he stated, “I produce destinies for children!” I would love to have a conversation with Stanford to learn his thoughts and ideas about public education today. I wonder what he would say...

Does Agency Status Matter?

The lead agency is Education for school age special education. However, the lead agency varies when it comes to special education for infants and toddlers (Part C of IDEA). Some states may have education, whereas other states may have social and/or health services. For example, the lead agency for infant and toddler services is Education in Oregon. If a child and family moved to New Mexico the lead agency is Health.

The eligibility criteria and federal funding awarded to each state for IDEA-Part C services varies from state to state in America. What does this mean for a family with a child who is eligible for early childhood intervention due to a risk, delay, or disability? It could mean that if they move to a different state they may experience differences in child/family services.

A recent study examined lead agency status in the United States and outlying territories. Specifically, Dr. Torres wanted to know if there is a functional relationship between a lead agency’s status for early intervention and the amount of per capita funding awarded to the state for services after controlling for population size. She found no statistically significant difference in lead agency status and funding. She did find that outlying territories experienced 14 times more funding when compared to the 50 states.  

Dr. Torres also wanted to know more about the criteria used for early intervention (Part C) eligibility determination. She used a formula by Dunst and Hamby (2004) to classify the restrictiveness of eligibility criteria as: (1) broad or liberal (includes environmental and/or biological risk), (2) moderate, (3) narrow (does NOT include environmental and/or biological risk). She found no statistically significant difference in lead agency status and criteria for defining the eligible population.

This study is one of the first of its kind to examine lead agency status as the independent variable. Research is an important endeavor that requires continued funding. A quote by the writer Zora Neale Hurston states, “Research is formalized curiosity. It is poking and prying with a purpose.” Let us remain curious! Money to do research helps too!

Writer Zora Neale Hurston

Writer Zora Neale Hurston

Source: “Variability in State Lead Agency Eligibility Criteria and IDEA-Part C Per-Capita Budget Commitments: An Exploratory Analysis,” by Christina Torres (2017)

 

You’ve Got a Friend

We are lucky to be able to serve children and their families. Few professions can have such an immediate influence on a child and his/her family unit. When I was teaching 7th and 8th graders, I got a call during my planning period from the bus garage for the school district. On the phone was an angry school bus driver with a bee in his bonnet who said that one of my students in the special education program would no longer be allowed to ride “his” bus. My student was caught on tape breaking bus rules and was kicked off the bus for the rest of the school year. After his rant, the bus driver’s supervisor got on the phone and we discussed next steps.

Students in special education have a legal right to school district transportation. If the school district removes that right, we need to document changes in the child’s Individualized Education Program (IEP). As the student’s case manager, it was my job to facilitate an emergency IEP meeting and do a “Change of Placement” to his program since he had no ride home that day. 

I called the student’s parents. His Mom answered. We were able to do the IEP meeting over the phone. Since the school day had not ended, we made arrangements for her to pick him up that day. She was at work and took the rest of the day off to address her son’s needs. This Mom was apologetic for her son’s behavior, understanding of the school district’s position, and an awesome member of the IEP team. She did not want him to have “specialized” transportation where a district bus or van would pick him up door-to-door. She and her husband planned to transport their son to/from school.

Her ability to collaborate with us school folks was amazing. I thought to myself on my way home that night, “I could be friends with this Mom.” During the drive, I hummed along to the James Taylor song “You’ve Got a Friend.” I fantasized about us shopping at the mall, getting BFF matching necklaces, having customized friendship pillows embroidered, and getting matching manicures and pedicures. Not really. I sometimes am prone to hyperbole and other forms of exaggeration. The IEP bus story, however, is true. One hundred percent (well make it 98% true – remember I sometimes exaggerate).

If I could be queen and improve practices with families, I’d start by putting on a jeweled crown. I would then wave my fancy authoritative wand and demand peaceful harmony among parents and teachers. When teachers are granted their teaching licenses, they would also receive a big tapestry magical bag—like Mary Poppins—with all the incredible tools needed to foster positive rapport with parents. That would be practically perfect in every way

What to do with A.T.T.O?

“Okay, I tried dolce far niente and I’m bored to tears! What now?”

In our teaching practice, we are lucky to have chunks of time to spend during summer breaks, holiday breaks, and of course the beloved personal days. This gives us time off that many professions do not enjoy. In case you are having trouble coming up with ways to spend A.T.T.O. (all that time off), here are nine ideas for you.

Siena, Italia

Siena, Italia

#1- Read. During the school year, time for reading fun books may be limited. But that is why we are so fortunate to have A.T.T.O.! The author of Teacher Man, Mr. Frank McCourt, understood the concept of A.T.T.O. after he spent several years in the classroom (2005). His book was a treat one summer when I finally read it. I do not read as much as I want when I am teaching, because there is too much other stuff to do (e.g., grade papers, prepare lessons, address student needs, and much more). When it is time to rotate the crops, and cash in on A.T.T.O., I get my book list out that I’ve been collecting all school year. Remember to ink it when you think it or you might forget what you want to read. The act of writing down the book titles during the year is reinforcing, and gives me something to look forward to during the long months before A.T.T.O.! I just got done reading Susan Vreeland's Lisette's List and a character in the book tells another character to "do the most important thing first." Agreed! Read!  

#2- Take a class. Enroll in a fun class. Your local community college might have just the class for you. Would you like to take a literary cooking class where you cook foods from a fictional book? Are you interested in learning the basics of car care? Maybe learning how the stock market works sounds fun to you? Do you want to learn how to decorate a cake? Being the student instead of the teacher may give you new insights into your teaching practices.

#3- Travel. Hit the road, air, water, or do what you can to get out of Dodge during A.T.T.O. If you cannot travel, the next best thing would be to read a travel book. Some inspiring creative non-fiction books about travel are: (1) Oregon Trail: A New American Journey by Rinker Buck, (2) Eat, Pray, Love by Elizabeth Gilbert, (3) Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed, and (4) Under the Tuscan Sun by Frances Mayes. Go somewhere, or read about another place, to transport yourself.

#4- Watch a movie. You will see that many of your joys and struggles in the teaching profession are universal. You are not alone. Here are some of my favorite education-related movies for A.T.T.O.

Breakfast Club (1985); Dangerous Minds (1995); Dead Poets Society (1989); Ferris Beuller’s Day Off (1986); Finding Forrester (2000); Freedom Writers (2007); Goodwill Hunting (1998); Grease (1978); Karate Kid (1984); Kindergarten Cop (1990); Lean on Me (1989); Miracle Worker (1962); Mr. Holland’s Opus (1995); Remember the Titans (2000); School of Rock (2003); Stand and Deliver (1988); Summer School (1987); The Theory of Everything (2014)

 #5- Go glamping. Explore the great outdoors. Go on glamorous camping trips. Breathe the open air in the style of Henry Ford, Thomas Edison, John Burroughs, and Harvey Firestone. The “Vagabonds” as they called themselves knew how to go glamping in their later years by exploring the road less traveled together. Their camping trips became legendary. Interesting ideas may have been sparked during the campfire conversations between the automobile manufacturer, inventor, naturalist, and tire mogul.

Ford and Edison worked together before they became neighbors in Florida. Their friendship had spanned several years before they decided they’d like to go on camping trips together.  They set out on several glamping adventures with friends. Their trips were a chance to relax in style, have fun, and experience nature decked out in luxury (i.e., cooks and assistants to help with work, spacious tents, Ford automobiles, gasoline stove, built-in refrigerator, Edison’s lights from the mobile electric generator, and more). Pretty impressive and glamorous given these glamping trips took place between 1914 and 1924.

#6- Write a novel, memoir, magazine article, or children’s book. If writing is your thing, A.T.T.O. is perfect for you. Writers need large amounts of uninterrupted time to develop a manuscript. You don’t need much in the way of equipment…just a pencil and some paper will do. You can write anywhere: laying on a sandy beach drinking spa water with infused tropical fruits, waiting for your dentist appointment, or sitting in an airport waiting for your flight to someplace fabulous. Just write!

#7- Projects. All those things you have been putting off can now get done during A.T.T.O.! Most of my household projects seem to take more time than I expect. One summer I treated and stained my outdoor decks. I thought it would be a two hour job. Wrong! My ability to estimate how long a project will take is about as reliable as a Wi-Fi connection inside the concrete walls of Costco. Have a blast! You will be glad you had the time to tackle these time-consuming projects during A.T.T.O.!

#8- Hobby. Now is the time to take up a new hobby, or further develop one you already have. Becoming good at a hobby takes a major time investment. We have so many talented hobbyists in our profession because of A.T.T.O.. I once worked with a Home Economics teacher who became a motorcycle enthusiast. In the summers she put away her quilts and recipes, slipped on black leather pants, and revved up her Harley on Route 66. Viva America!

#9- Play. Have you ever stopped to really watch a child who is absorbed in play? They don’t look at a clock to see what time it is. They don’t follow a schedule. They are in flow. They are totally lost in their fun. The founder of the Guild, Felicia Day, describes how she played Blizzard Entertainment’s World of Warcraft on average of sixty hours a week (Day, 2015). That is more than a full time job’s worth of hours. Isn’t that awesome! Imagine playing more hours than you work. Bravo, Felicia! With A.T.T.O., teachers could get on board a grand expedition too. Whatever it is you consider “play”–do more of it during A.T.T.O.!

Dolce Far Niente

Call it a hiatus, respite, or vacation, but whatever you call it we all need one. The singer and songwriter, Joni Mitchell is also a painter. I watched a documentary where she was describing her process. She compared how she moves from painting to songwriting like a farmer rotating crops. She described how she spends time with each activity and then enjoys the break when it is over. Mitchell's approach is similar to what we do in the teaching profession. We spend time teaching and then we rotate or shift our focus during A.T.T.O. (all that time off).

Educators should not feel lazy if we take time off work. We need time to rotate crops. “Dolce far niente” is an Italian phrase meaning the sweetness of doing nothing. Taking time to enjoy the pleasures in life can make for better teaching. All work and no play is bad for educators. Take time today for dolce far niente.

Pisa, Italia

Pisa, Italia

A.T.T.O.

Before Y.O.L.O., I.R.L., and F.O.M.O there was A.T.T.O.

Poet and teacher, Frank McCourt, wrote about All That Time Off (A.T.T.O.) in his book “Teacher Man.” He showed how teachers are awarded A.T.T.O. in exchange for 180 days of service on the academic calendar. That’s right. Vacation time, Baby!

Enjoy your summer and A.T.T.O. teachers! THANK YOU for all you do for students!!!

Louvre

Louvre

McCourt, F. (2005). Teacher man. New York: Scribner.

Storyboard

Most teachers have only one student teaching experience. At the end of the semester, I had student teachers I supervised create a storyboard. Our last meeting was a celebration of the highs and lows of their student teaching experience. The storyboard is a creative way for student teachers to reflect on this time in their life. It’s a story unlike anyone else’s they are sure to remember for years to come.

I created the Storyboard Activity for my student teachers after a trip to Walt Disney World. There was an attraction called The Art of Animation at Disney’s Hollywood Studios in Orlando, Florida. I saw how the Disney Company and Imagineers created storyboards and thought, “We could do that!” 

Student teachers complete the storyboard draft before our lastmeeting. This gives them time to think about each prompt instead of being put on the spot. They can illustrate or create a collage to accompany each cell of their storyboard. Each student teacher presents his or her storyboard during the final meeting. Student teachers can add or modify this list of prompts as needed:

  1. Title

  2. Actor or actress you would cast to play you

  3. Cast of characters (may include a protagonist and a nemesis)

  4. Actors to play your cooperating professional and students

  5. Theme song

  6. Develop a soundtrack of sounds and songs that help tell your student teaching story

  7. Plot

  8. Highpoint

  9. Resolution

  10. What are three important things you learned from your student teaching that you will remember many years from now?

Storyboarding

Storyboarding

Spaco!

I recently went to a professional conference. It was my state chapter of the International Literacy Association (ILA). The organization serves literacy teachers PreK to High School.

Teachers, families, and children kicked off the conference Friday evening with fun events. People of all ages enjoyed the art of storytelling by author Mr. Joe Hays. The reading conference had excellent sessions and workshops on Saturday. It was impressive to see large groups of teachers give up part of their weekend for professional development. It got me thinking….

Attending a work conference is a lot like going to a spa. Self-improvement is the focus of both endeavors. At a spa and conference (Spaco) you get pampered. Other people have considered personal comforts and attempted to create a pleasant experience.

There were so many details at my ILA conference the planning committee considered. Meals, decorations, schedule of activities, speakers, vendors, prizes, awards, clock hours/continuing education units, and more were coordinated for the comfort and enjoyment of participants. A special touch at my conference included the creative centerpieces on the tables. Floral vases with artistic flags that had state authors and illustrators were proudly displayed, and given away to participants at the end of the conference.

At a Spaco you get to focus on yourself. Your personal responsibilities related to children, pets, and/or significant other have been left behind so you can pay attention to numero uno.

At a Spaco you choose to go. Nobody is forcing you to attend. In fact, you probably moved heaven and earth to get this chance.

Enjoy your next Spaco experience. You deserve it!

Individualized Education Program (IEP)

“Make it work,” says Tim Gunn each week as clothing designers on Project Runway compete for a coveted spot to present their designs at fashion week. Teachers are pros at making it work. Project Runway designers and special education teachers are cut from the same cloth, and have a lot in common.

Couture. The first common thread between designers and special education teachers is the project they create is one-of-a-kind. A designer creates a couture project which is chic, contemporary, and made to measure an individual rather than the masses. Up-to-date designs are fresh and modern. A designer will have a signature style, but they won’t create the exact same design more than once. Same with an Individualized Education Program (IEP) a special education teacher creates with a team—which includes the student’s family. IEPs are unique. No two are alike. Every time a special education teacher designs an IEP, s/he does so from a blank canvas just like a designer. No two children will have the same IEP. The same child will have a different and distinct IEP each time one is created.

Florentine Boutique

Florentine Boutique

Individualized. Designers and special education teachers are creating a project for an individual person. The better they know the person, the better their design will be. The judges on the Lifetime show often ask, “Who is the woman you are designing for?” Special education teachers ask a similar question, “Who is the child/student you are designing for?” The better we can answer this question, the better the outcome will be. "In order to be irreplaceable one must always be different,” proclaimed Coco Chanel. Every student we design for is different, and their IEP is individualized to personalize for them what is important.

Use of assessment data. An IEP can be a masterpiece if created to fit the person perfectly. To do so, we need to be able to use assessment data to inform the development of goals and objectives on the student’s IEP. Assessment also helps us create customized interventions for each student, because we know what students need based on observations, direct testing, parental and professional report. Same with designers who use measurements for creating the right fit. Hubert de Givency said, “The dress must follow the body of a woman, not the body following the shape of the dress." Measurement is critical to accomplishing Givenchy’s ideal. In order to create a tailor-made IEP, accurate assessment data helps the team create a perfect fit.

Team. In sewing, a seam is the straight line where two pieces of fabric meet with thread. A seam brings two separate things together as one. So do teams. Designers, from Project Runway, work independently on many of their creations. However, they are still part of a team that may include: Tim Gunn their supervisor, Mood their provider of materials, and the panel of judges who give the designers feedback. There are some episodes of Project Runway where designers work on teams with other designers to collaborate on a single item or collection. An IEP team may consist of: the student and his/her family, general education teachers, special education teachers, a case manager, the lead educational agency (LEA) or school district representative, related service providers, social worker, physician, and/or other member(s) needed to create a meaningful IEP. The student’s IEP team co-creates the plan, and some but not all members will be involved in implementation of the IEP.

Limited resources. Special education teachers and designers on Project Runway both need to work with limited resources. Time allocated for designing is limited. Both are constrained by a limited budget. Specialized materials and equipment may be needed to design.

Creative. Both types of designers start by drafting their ideas. A clothing designer might use a pad of paper and drawing utensils to make a sketch of the garment they will later sew. An IEP comes together from a rough draft also. Designers of IEPs and garments may get their inspiration from a variety of sources. Input from parents is one source of creativity. For example, I once had a secondary student with an intellectual disability who loved wood working. He was born with four thumbs and was getting occupational therapy. His Dad owned a cabinet making business and he and his family wanted “Peter” to eventually have a major part in the family business. When we designed Peter’s secondary IEP, his parents provided input about vocational opportunities they dreamed of for their son. With the team working together, we designed a creative program for Peter with: job coaching and shadowing in a woodworking company, coursework in shop/carpentry, field work, and independent studies all aimed at his future dream of making kitchen cabinets in the family business. Project Runway designers use locations, buildings, and other environmental influences as inspiration for what they create. Environment and people may be sources of creativity.

Goals. "I don't design clothes. I design dreams," said Ralph Lauren. That is what we do when we design an IEP. We design dreams for students and their families. The goals are a way to achieve the dream. Dreams need deadlines. The goals we create may have short or long term objectives.

Every member of an IEP team is a designer. We design meaningful IEPs for students that are one-of-a-kind. Every student should be so lucky to have an IEP designed just for them. Can I have one?

Shopping for one-of-a-kind designs in Florence

Shopping for one-of-a-kind designs in Florence