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Sep
23

Simplicity

For Grandparent’s Day a couple of weeks ago, I spent the morning with my grandson, Dean. His first grade class had prepared a song to sing for us. After the musical presentation, they proudly lead all their respective grandparents to prepared artwork and individual lockers. A sense of enthusiasm was evident as the students pulled out their iPads to show the elders all they could do. It was at that point I noticed slight bobbing and cocking of heads accompanied by many uh hums. The first graders were flipping through icons and pausing to stop at one and then another, swiping to the left and to the right. The grandparent’s heads kept bobbing and sounds of the uh hums became more obvious. 

Being one of the senior PATINS staff members, I’ve been around to see technology metamorphoses into a variety of different forms. It started with a handful of cause and effect programs, switch access here and rudimentary AAC devices there. There were big CCTVs and various keyboards. It didn’t seem to change very much over time. However, technology today is expediential in how quickly it is surpassing itself. To me that is mind blowing! 

Perhaps out of comfort or habit, this senior staff member tends to think “old school”. This old dog sometimes doesn’t mind following through with the same old tricks. It might be as simple as needing a piece of paper to physically hold onto...to connect my mind to something tangible. I’ve realized that many things that have become habit for one may not be an easy habit for others. 

I have five young grandchildren and every day they are acquiring knowledge that is new and is truly in its simplest form. I have been fortunate to have acquired a good technology skill set over time and I feel confident in sharing that knowledge with them and with others. In my position with PATINS/ICAM, I receive calls, emails and in person requests for the most simplest things. Often, I remind myself that even what one person sees as simple is another’s struggle to understand or grasp. My takeaway is to never underestimate the simple; it might just be the roadblock that might keep a person from moving forward. 

We live in an age where we experience so much in the digital context. Cell phones, the Internet, news and social media, etc. offers immediate access to content that is at our fingertips. Is that tangible enough for us to absorb in a way that we can fully process all of the content? For some, perhaps not. 


I’ve bounced around some senior insight, but in that moment of watching the head bobbing and uh humming at my grandson’s celebration of Grandparents, a thought crossed my mind. I don’t think it was the confusion of what the grandparents were seeing and hearing with the iPads. I think it was the amazement of what our grandchildren are experiencing. These first graders made their experiences seem so simple…at least to this grandparent!  
Jeff and his grandson
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Sep
16

Laundry Day

While doing my laundry recently, I pulled my PATINS shirt out of the dryer and ran my hand gently over the embroidered PATINS logo on the sleeve.  My mind went to the blog Julie wrote a couple weeks ago about PATINS.  I wondered, “How did this Project get started back in 1995 anyway?“

I decided my best source to ask was the woman who hired me back in 2004, Vicki HershmanHead shot of Vicki Hershman. 
I knew Vicki was in on the grass roots of this Project retiring as Director in 2012 as well as my mentor and lifetime friend.  It was time to pick her brain for the details.  After treating her to lunch one day, I started asking her questions.  It was touching to see the spark in her eye and obvious drive of seeing ALL children succeed still in her demeanor, after being out of the PATINS trenches for a few years. 

Vicki shared that in 1988, States were given dollars through a Federal Tech Act Systems Change Initiative to increase student access to curriculum.  Indiana’s solution was to set up a Lending Library of Technology in South Bend.  This attempt was unsuccessful due to no structure, no supervision and no training available.

 In 1990, they moved the Lending Library to Valparaiso as if logistics would help.  Change of logistics of the Lending Library did not improve student access at all. 

Along came IDEA Part B requiring schools to do something to increase student access to curriculum or lose Federal Funding.  To get a plan together, in 1994, the Director of West Central Joint Services Cooperative, Shirley Amond and Bob Marra, IN Department of Education Special Ed Superintendent created a task force to research what other States were doing to increase student access. 

The task force was comprised of: 
  •     IN School for the Blind Superintendent
  •      East Allen Special Ed Director
  •      Crown Point Special Ed Director
  •      Madison Special Ed Director
  •      Evansville Special Ed Director
  •       Voc Rehab Director
  •       Shirley, representing WCJS, Wayne Township, Indianapolis
  •       Bob, representing IDOE
It didn’t take long for the task force to realize that they needed a special someone to be in charge of Student Access for the State of Indiana.  Someone to develop a state-wide system to offer hardware and software to teachers to assist their students as well as training for these teachers.  Shirley hired that special someone in 1995…Vicki.  Together, they came up with the acronym PATINS and the framework to work statewide for student access to their curriculum.  It was a natural decision to set up five regional lending libraries in East Allen, Crown Point, Indianapolis, Madison and Evansville and to hire staff for each regional location.

One of those original staff members was Tina Jones from Madison.Head shot of Tina Jones  I called Tina and asked her about her first days with PATINS. 

“I was hired and given an office equipped with a desk, a chair and a stack of assistive technology catalogs.  I didn’t even know what assistive technology was!  Email was brand new too.  So, I spent the first 3 months of my PATINS career reading AT catalogs cover to cover.  You can learn a lot from those catalogs!    After that, I emailed all the vendors I had just read about and they instructed me on how to use the devices they were selling.  I equipped my lending library with the latest and greatest and hit the road-teaching teachers.  As I trained a teacher to help a kid, it was like a wheel with spokes…it spread.  I was hooked on helping kids access their school needs using technology.” 

The law was revised in 1995 with more specific regulations and it was PATINS responsibility to comply.  By 2004, the emphasis was on not only technology, but instruction as well.  Universal Design for Learning was born! 

In 1996, Vicki, Walt and a local cardiologist started volunteering their time to refurbish donated computers and distribute them to needy children in schools.  In 2004, funding was established to hire a manager for this program.  Refurbished Computer Program was born!

As awareness of diverse disabilities increased, Vicki turned to her friend and colleague Leslie Durst at ISB.   Vicki and Leslie followed legislature and studied Accessible Instructional Materials (AIM). They worked on ways to help ALL students with disabilities.  In 2006, they presented the idea of IN Center for Accessible Materials to IDOE.  ICAM was born!

I asked Vicki why she thought PATINS has been so successful over the years?  Without hesitation, she answered PATINS has always had a dedicated staff who had the same focus – believe in the students and do what it takes to reach the potential of each student.

Since 1995, PATINS has changed its acronym a time or two, our logo design and a few shop locations.  Tina retired from PATINS the same year Vicki did, 2012.  If fact, we’ve had 39 talented employees come through our doors with a current staff of 17.

 People, places and things may have changed but the foundation and focus of what we do never has… it’s all about the children we serve.  Those faces, tiny little faces.
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Sep
08

Good Educators are Experts, Great Ones are Rookies

Good Educators are Experts, Great Ones are Rookies
Do you remember your first year in education? I think on it often lately because I just started with PATINS, my rookie year*. Looking back, my letter to myself on that first day after college would be something like this:

Dear Jessica,
You can still cry every day during the first two weeks of school and it won’t be a reflection of your skill, value, or how much you will love your job. Be gentle on yourself, everyone starts here.
p.s. Stop buying everything in the Target dollar section.

My first year I introduced iPads to my students. One little girl wanted to know how to share her beautiful “I Love Mommy” themed cookie she made on an app and send it to mom. I told her I didn’t know, so she told me I wasn’t good at my job and her mother enrolled her in another school. I never touched another iPad again.

Haha, just kidding! Kids don’t care if we are rookies (being rookies themselves) and I learned to embrace my rookie-ness. We played on the app a little and decided to snap a picture of it on my phone and email it. Later I learned I could have done a screenshot, but I didn’t know that yet, this was all brand new to me. Multiply that moment by hundreds or thousands and you’ll see a typical educator’s year. Not a semester will go by that we aren’t handed something new: new policy, new responsibilities, new kids, and new chances to be true rookies in something we have never tried. Which new challenges makes us decide to suit up? Which ones do we avoid and sit on the bench, and how will that impact our students?

Andi Stevenson talks about how important it is we embrace being terrible at something new, from her own experience as executive director and rookie ballroom dancer. Rookies, she explains, turn off internal criticism and don’t fall prey to perfectionism. They are supremely empathetic towards others on their own learning curves. Being a rookie stretches mental muscles, making us approach the new and the difficult in different ways.

Sounds like an awesome educator or administrator, doesn’t it? We call those people expert learners, and these are the skills that make successful students.

Andi also speaks to something that has probably haunted all of us at one point: burn out. Being a rookie gives you the opportunity to discover what makes you happy, and that the happiness can’t come from just one source. Staff who pigeonhole themselves into one area, personally or professionally, are staff who don’t stay long in the field. I struggled with major burnout my third year, so I started some rookie tasks in my personal life. I had a milestone birthday this summer, and leading up to that day I had a list of things I wanted to accomplish, a bucket list of sorts. There were about 25 things, including:

Bake bread from scratch
Vacation somewhere new in each cardinal direction
Learn how to repair my car
Go back to school
Host Thanksgiving dinner

Some of these things I still do, some not, and some activities I eventually purchased technology to assist me.

You can watch me complete the very last thing on my list, the day before my birthday: basic carpentry. This is the beginning of my budding role as a carpenter. I'm not bad carpenter, or just a woman just playing around with some power tools, but a real carpenter. Just like our students are readers, writers, artists, and citizens. We're all just rookies right now, and given the right tools and instructions, we'll blossom.



My favorite part about education (and PATINS in particular) is that we are big fans of rookies. We have to be rookies every school year in something. Welcome to the team!  PATINS and ICAM have the coaches, the training, and the equipment to help you and ALL your students be rookies of the year. You might say we’re your number one fans.

What rookie adventure are you starting this year? How will you model your rookie mentality to your staff or students?

*warning: overuse of sports cliches
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