It may be difficult to believe, but Digital Learning Day (DLD) is today, February 25th! It seems like yesterday that we were in the gym welcoming our exhibitors, staff, and friends from the community for last year’s event. And then came COVID-19!
This year at the Elizabeth Lee Black School, we are using DLD as a way to celebrate the success of our educators, therapists and paraprofessionals who created and implemented research-based instructional practices that used technology and technology tools in a virtual learning environment.
I think back to when we purchased our first Apple 11E…could that have been over 30 years ago? Fortunately we had a handful of staff, led by Chris Curcio, who wanted to learn everything and anything about Apple. Who would have guessed that today we would not only have mastered computers, but be using iPads, smartboards, TAPits, and webcams, just to name a few!
When faced with the pandemic and the closing of our school, we fortunately had the hardware, but needed to consider how to utilize this in the virtual learning environment. Could we offer synchronous leaning and asynchronous learning? What training would our staff need? What platforms should we consider – GoToMeeting, Microsoft Teams, Google Classroom? These are some of the questions and challenges we faced and overcame going into the 20-21 school year.
Ryan and I have been looking forward to today, Random Act of Kindness Day, and have been talking about how we should participate. We decided that every day, each of us will do a special act of kindness and, at the end of the day, share with each other what we did. In fact, this morning, Ryan did an act of kindness for me. Usually, I ask him to complete his morning jobs before he goes to work….making his bed, setting the table and sweeping. Today, he spontaneously did everything! Moments like that are so touching and gratifying!
As I thought about the topic of kindness, I began to consider how kindness is taught. The rampant problem of bullying in our schools underlies a deeper issue – are we teaching our children to be kind?
It’s never too early for children to hear from parents that kindness and caring for others is a top priority. I think that Ryan and I were talking about this when he was three years old.
Learning to be caring is like learning anything else. It takes practice. Lots of it. This begins with us, the parents, as we are our child’s first teacher. We play an important role as a mentor and role model. Even when we are not aware, our child is observing us and seeing how we handle difficult situations. The way we respond is the way they will respond.
It’s easy to foster a caring attitude toward family and friends, but it can be more challenging to teach a child how to extend that to an unfamiliar person. I have always encouraged Ryan to learn more about and be open to different cultures and communities other than his own, but also to ask, “What can I do to help people in need?”
Talking about kindness is only part of the equation; kindness is best learned by feeling it and then reciprocating…being kind to others.
This week is a wonderful reminder to all of us to be kinder to the people and the world around us. Our world can certainly use some extra kindness!
The COVID-19 pandemic has had a major effect on all of our lives. Many children and adults are experiencing stress, anxiety, sadness and loneliness. In fact, 86% of doctors around the world believe that mental health issues and depression will be the biggest non-COVID-19 problem after the pandemic. Since February is International Boost Self-Esteem Month, now more than ever is a great time to focus on building resilience and confidence in 2021.
As patterns of self-esteem begin to form early in life, it is vital to promote healthy self-esteem in children. Each of us, as parents, can be a positive role model so that our children can mirror our behavior. But, how can we foster self-esteem in our schools?
It all starts with Positive Behavioral Interventions and Supports (PBIS). Elizabeth Lee Black School teachers have designed lessons based on the core principles of PBIS, which emphasize the importance of being kind, safe, and independent. Each week, students focus on a specific skill.
Teachers of our preschool students have a number of fun activities that promote self-esteem. The book, Have you Filled Your Bucket Today by Carol McCloud, is used in lessons as an analogy on how kind words fill your “bucket” and makes you feel good and happy, while negative words take away from your “bucket” and makes you feel sad.
Another activity involves the students filling a container with cotton balls when they say or do something kind, achieve a goal, and listen well. As the container gets full, students receive a reinforcer.
Even the cotton balls themselves are part of the lesson as each child is given the opportunity to feel a cotton ball and a piece of sandpaper. The class then discusses how cotton balls are soft, like nice words, and that sandpaper is rough, like unkind words.
These are two sample lessons that can increase peer and individual self-esteem by learning how kind words make us feel good about ourselves, encourage us and give us strength.
From Alaska to Erie to New York City, America will light up in yellow and red to raise awareness about K-12 education opportunities during National School Choice Week.
Starting today, National School Choice Week is the largest ever celebration of opportunity in K-12 education… Millions are participating in over 51,000 events and activities from coast to coast.
This week is inclusive, positive and welcoming with the theme of raising awareness of all educational options: public, charter, private, magnet, online and homeschooling. The goal is that families can find schools and learning environments that best meet the needs of their children.
You will see pictures in the future of our students unpacking their yellow fleece scarves, signs and other materials. One of their favorite activities is responding to the question, “Why do I like my school?” Check out their responses over the next few days. The responses are as different and unique as our children. Some write their responses, others use pictures. It’s a joy to read each child’s comments.
School choice week acknowledges the importance of choosing a school based upon a student’s learning preference whether it be Montessori, traditional, or virtual learning. My personal motto is that if a student is not learning, it is our responsibility as teachers and administrators to determine how the student does learn. School choice makes parents part of the decision-making process.
Be sure to watch for pictures of National School Choice Week at the Elizabeth Lee Black School!
Scientists and researchers are constantly uncovering more information related to autism, offering insights into the origins, possible causes and even at times potential cures. I think back to what we knew or didn’t know in the 1990’s and am amazed as to how far we have come. The question becomes what will we learn in the next five years and how will that impact how we serve children and adults with autism? Read on for those stories that caught my eye in 2020.
Test gauges autistic children’s verbal abilities in natural settings
Researchers and clinicians typically appraise a child’s verbal skills using standardized language tests, which often include questions with predetermined answers. This captures a child’s verbal knowledge, but not their use of language in daily life. A new interactive assessment called the Observation of Spontaneous Expressive Language (OSEL) allows clinicians and researchers a way to evaluate use of language in everyday social situations.
Read the full article here.
Infant hearing test might be sound predictor of autism
The auditory brainstem response (ABR) test is used to screen nearly all babies for hearing impairments. A new study reports that babies who are later diagnosed with autism respond slightly slower than typical babies when exposed to higher-intensity sounds. Researchers say that analyzing more ABR results might suggest other ways to refine the screening specifically for autism.
Read the full article here.
How redefining autism could improve research on the condition
The average age of autism diagnosis—around the age of 4 in the United States—has not changed in over a decade despite research aimed at improving early detection. Ami Klin, director of the Marcus Autism Center in Atlanta, Georgia, says part of the problem lies with how the condition is defined.
Instead of thinking of autism as a collection of traits such as restricted interests, difficulty with social communication, and repetitive behaviors, Klin says researchers, clinician and policymakers should think of autism as a genetic condition that alters how a child perceives and interacts with others and that the severity of core traits can be shaped by early life experiences.
Read the full interview with Ami Klin here.
Daily living skills influence autistic adults’ education, employment options
According to a new study, individuals with autism who maintain daily living skills–the ability to take care of independent-living tasks–after high school are more likely to enroll in further education than their peers who do not maintain daily living skills.
The study followed 81 individuals with autism and 17 individuals with a developmental delay from age 2 to 26. Daily living skills improved through age 21, but upon reaching age 26, researchers found that half of the participants had less daily living skills and were not as likely to pursue additional education or employment.
Future studies will analyze which daily living skills are most crucial for success.
Read the full article here.
Alzheimer’s protein turns up as potential target for autism treatments
A study found that lowering tau, a protein known best for its involvement in Alzheimer’s disease, may treat some forms of autism in mice. Researches found the study to be compelling evidence that a link between neurodevelopmental conditions and neurodegenerative conditions exists. At this time, however, it is unclear how the study translates to people with autism.
Read the full article here:
Enlarged amygdala linked to severe behavioral problems in autistic girls
Children with autism who have behavioral problems tend to have an enlarged right amygdala, a brain region that helps process emotions and detect threats. In young girls with autism, the region’s size is associated with the severity of these problems.
Girls with large amygdala tend to have severe internalizing behaviors, such as excessive crying or nightmares, that may signal anxiety or depression, but the same is not true for boys with an enlarged amygdala.
Read the full article here:
Infants’ attention to faces may predict autism before formal diagnosis
By tracking the gaze patterns of infants, researchers could identify significant differences in visual engagement in those later diagnosed with autism. The study also found that not only did those infants behave differently in interactions that involved eye contact, they also expressed different behaviors regarding speech and physical contact.
Read the full article here:
Cerebrospinal fluid: Potential biomarker for autism found
Examining the levels of cerebrospinal fluid (CSF) in children may become the first biomarker that could predict autism. Findings showed that babies who are later diagnosed with autism had significantly more CSF than babies who did not develop autism.
The first study only included 55 infants, of which only 10 developed autism. The latest study included 343 infants, of which 221 were considered high risk of developing autism because they had an older sibling with autism. The children who developed the most severe autism had 24% more CSF.
January is National Thank You Month, the perfect opportunity to pause and express your gratitude.
Research tells us those who practice gratitude report significantly higher levels of happiness and psychological wellbeing.
I confess, I am “old fashioned.” Although a text or email message is fine, nothing conveys heartfelt thanks, or most importantly, leaves a lasting impression better than a handwritten note.
A note can be three or four lines and express why you are grateful. I always try to write the note within 48 hours…if more time passes, I may easily forget to send.
Another consideration is a Gratitude Journal. Whether you do this at the end of the day or at beginning, it is a great way to start or conclude the day on a positive note.
Ryan and I do this after breakfast every morning and I have found that it does help us begin our day with an optimistic mindset. He truly enjoys reading his past writings! We are on our second journal as we have been writing since Spring when we were struggling in the midst of “early” COVID. He has found this so helpful that he has continued. His “buzz” words are now, Think Positive!
“Thank You” are two little words that can have an enormous impact on our personal and professional lives.
I would like to say Thank You to our many, many friends and supporters who have remained stalwart with us as we work together to combat COVID-19.
As we “wrap up” 2020, I plan to take a two-week hiatus in writing and will return the week of January 11 when our students return to the classroom for hybrid instruction.
In the meantime, I‘d like to express my thanks to each and every one of you for your commitment to the Barber National Institute. In this year of so many challenges, your support has been constant and continuous.
We are so fortunate to have you part of our Barber National Institute Family!
As Christmas is now only three days away, I began thinking of Christmas past……
Christmas was always an important day in the Barber household.
Mother LOVED decorating the house for Christmas and she would take days to complete her decorating.
And, yes, we had lots of Christmas birthdays. Joe’s birthday is Christmas, mine is the 27th and JoAnne’s was the 3rd. Since we were close in age, we always had one large birthday party and for many years it was at Evan’s Skateland on West 8th Street.
On Christmas day we would go to Church at St. Peter’s after opening our presents. Then it was on to, as my father called it, the Barber ranch/family home. Santa (Uncle John) always made an appearance. We believed in Santa until we were quite old as we knew that it wasn’t possible for our parents to buy us birthday AND Christmas presents!
Once we were teenagers, we began going to Midnight Mass and then on to our great friend, Louise Behringer’s home for brunch. Looking back, I can’t even imagine brunch at 1:30 AM! But we did!
Our Christmas’ changed as we finished college and some of us moved out of town. However, you could always count on mother decorating every corner of the house and having a “live.” tree. So, fast forward until today.
Christmas Eve will also be very different this year. Unfortunately, no mass at 5 PM at St. Patrick’s. We always get there by 4 PM (at the latest) to be sure that we have a seat with Aunt Jeanne. This year, we will be watching virtually. Sadly, Ryan loves entertaining family and cheffing (as he calls it). But this year, he will be “cheffing” for the three of us. He is already looking forward to Christmas 2021…and so am I!
Ryan and I decorated the house early this year since COVID-19 is all around us; we wanted to smile. So early November on a 60-degree day, I said, let’s decorate outside…and by November 10, the exterior was a sea of red Christmas bows and decorations! The next step was indoors, we could use more smiles! We finished on the Saturday after Thanksgiving, purchasing a “live” tree, as always, and decorating it with over a hundred Christmas bulb memories. Ryan enjoys hearing stories of his very first Christmas bulbs and gifts from our friends from over the years.
I hope that your Christmas is filled with much joy and happiness.
COVID-19 has profoundly affected schools across the country and around the world.
We at the Barber National Institute, Elizabeth Lee Black School are attempting to balance the educational imperative to keep our schools open and continue to implement our students’ Individual Educational Plans (IEPS) with the public health goal of keeping COVID-19 infection rates at a low level of community transmission.
After lengthy discussions on alternative instructional models, we are implementing what we believe is the best available model for our school. We had been offering a range of educational opportunities to our families including In-person Instruction, Hybrid and Remote. It is the decision of the families in conjunction with the IEP team as to which model works best for each student.
With the significant transmission rates in Erie County at Thanksgiving, we determined that it would be best to go remote for the two-week period following Thanksgiving. We completed the fully remote schedule and have returned to the hybrid and remote instruction.
Although the rates remain high in Erie Country, we knew that for many of our students, remote instruction simply does not work. They may be unable to stay engaged, sit in front of a computer, have behavioral challenges, or require hands on physical or occupational therapy. With this in mind, we are offering an alternative instructional model which we believe is the best available model for our school: Hybrid programming or fully remote should the parent so choose.