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Howes Now Fall 2011 Howe’s Now Council of Schools for the Blind Volume 14, Number 3 SPRING 2012 How e’s Now SPRING 2012 COSB Howe’s Now is a quarterly publication of the Council of Schools for President the Blind (COSB) that recognizes Dr. Samuel Gridley Howe. Samuel Jim Durst Howe was the first Director of the Perkins School for the Blind in President-Elect 1833. His ongoing efforts, as an advocate for public school programs Steve Gettel for the blind, were instrumental in establishing a full-continuum of Secretary/Treasurer placements options and services for the blind and visually impaired. Michael Bina Past President Stuart Wittenstein INSIDE THIS ISSUE • A Message from the President ………………... …... Page 3 Board of Directors • Canine Companion Transforms Classroom …….... Page 4 Stev e Rothstein Dan Wenzel • Second Technology Olympics a Success …………. Page 6 • Hadley School Stays Ahead of the Curve.…..……. Page 6 COSB Executive Director • Capture the Flag ….……………………………………. Page 7 Eugene McMahon • News from the USDB……………. ……………………. Page 9 Editor • COSB Clips …………………………………….............. Page 10 R. J. Beadles, Jr. • A Day in the Life of a Child………………………….. Page 22 COSB Clips Editor • Diveheart Scuba Experience………………………. Page 23 Beth Caruso • Up the Creek in North Carolina ……………………. Page 24 Electronic copies are • We’re doing it again!………………………………….. Page 25 av ailable and can be • National Leadership Consortium…………………… Page 26 viewed at http://www.cosb1.org ••• Ads and Announcements………………………………. Page 27 ••• Featured Student Photos ……………………………... Page 36 Direct correspondence to: VI RehaB Consulting On the Front Cover: Gary School, volunteer photography instructor at the PO Box 1909 Washington State School for the Blind, submitted the wonderful cover photo- Auburn, Alabama 36831 graph taken by WSSB student Jackie Patching. On the Back Cover : Norm has floppy ears, a wet, cold nose and brilliant Individual opinions and brown eyes. He joined the Perkins School for the Blind’s staff in 2010, be- views expressed in this coming the institution’s first and only educator with a tail. Rachel, a Secon- newsletter are not dary Program student, poses with her furry friend Norm during a sensory necessarily the official motor integration class position of COSB or the editor. Editor’s Note: A special note of thanks needs to go out to Beth Caruso, Per- kins School for the Blind, Steve Gettel, COSB President Elect, Dr. Blue Bickford, Portland State University, and all the Publication Committee mem- bers for their dedication and efforts in making COSB’s Howe’s Now a suc- cessful publication for all our specialized schools. 2 How e’s Now SPRING 2012 A Message from the President By Jim Durst, President, Indiana School for the Blind Pay for Performance Teachers of students with visual impairments working at residential schools for the blind have for years, earned salaries based on the their education level and years of service. They have followed the same pay schedule as their peers in local education agencies. Merit pay, performance pay, and knowledge-and skill- based pay, are all the focus today in the news as alternatives to the traditional teacher step system. President Obama administration’s Race to the Top grants has pushed the envelope on student performance/ outcomes and strongly advocates for tying teacher salaries and retention to student growth. Our state legislature recently moved in the direction of teacher salaries based on student outcomes/ performance for both the School for the Blind and Visually Impaired and School for the Deaf with many local school systems following suit. As an administrator, I certainly support student growth and positive outcomes along with the accountability to ensure this occurs. However, the dilemmas we and many of our colleagues serving students with a sensory loss face are: measuring student growth for our diverse population; determining the growth model used; the emphasis on the expanded core curriculum; and reflecting student growth for our specialty teachers. Many states and local school corporations are tying teacher evaluations and subsequent remuneration to student performance as measured on state assessments, primarily evaluating the attainment of core standards. While many of our students, with appropriate accommodations, perform well on these state assessments, many do not. Rules and regulations requiring students to be assessed frequently do not take into account: the onset of our student’s vision loss; the degenerative nature of many of our student’s visual conditions; where students are functioning in terms of Braille and Nemeth skills; access to and the availability of assistive technology; and other handicapping conditions. These are just a few of the challenges our students and schools face. Many of the state assessments have improved over the years and generally substitute or omit questions that tend to be visually biased. However, many tests continue to have such bias and frequently do not adequately reflect the progress our students have made. The lack of reliable and valid assessments specific to our students, the size of our schools, the uniqueness of our students, and the fact that many of our schools are the only schools in our state comprised solely of students with a sensory loss and a sensory loss with other handicapping conditions, presents a challenge for decision makers as to how to compare are schools with other schools in the state. While the mastery of core curriculum is essential, expanded core curriculum is equally important for our students. The incidental and casual learning experienced by sighted children must be systematically and sequentially taught to our students. This is paramount for the attainment of core curriculum skills yet it is infrequently if ever a topic of conversation when determining the quality of an instructor or the performance of a student. It is critical for our students to master core and expanded core curriculum. It is critical for our schools to be able to adequately show the progress our students are making and for us to be part of the team in making decisions about pay for performance for our teachers. It is a challenge that we will continue to face and sharing information between our schools, states and agencies will be beneficial to all of us. 3 How e’s Now SPRING 2012 Canine Companion Transforms Classroom Experience By Anna Miller, Publications, Media and Public Relations, Perkins School for the Blind Norm has floppy ears, a wet, cold nose and brilliant brown eyes. He joined the Perkins School for the Blind’s staff in 2010, becoming the institution’s first and only educator with a tail. “Students light up when they see him,” says Jen Feinstein, an occupational therapist and Norm’s sole facilita- tor. Students see Norm through their hands, feeling his soft golden fur, wagging tail, and moist kisses. They laugh when his nose delicately sniffs their fingertips and are delighted to shake Norm’s extended paw. Norm is a professional facility dog. The three- year-old yellow Labrador and Golden Retriever mix has years of training behind him. He is a graduate of Canine Companions for Independ- ence, a non-profit organization dedicated to training and placing service dogs with people who have disabilities. Feinstein and Norm are a team. They attended a two-week intensive training course to learn how to work together before he came to Perkins. Since then, the human-canine duo has been helping students learn in Feinstein’s occupational therapy sessions. Norm’s therapeutic services are available to vari- ous departments at Perkins. Fellow clinicians and teachers often invite him into their classrooms and therapy sessions. If a student is having a tough time at home, a social worker can arrange an appointment with Norm. Norm’s job as a facility dog is to offer compan- ionship and emotional support to every student that he meets. “Norm is a live therapy tool,” says Feinstein. Norm has a natural ability to befriend, support, and encourage students in the classroom. Students with sen- sory and motor impairments enjoy visiting with Norm on a beanbag chair, where they can reach out and pet him. Other students request to have Norm sit on their laps and give him hugs. Feinstein has found that students are more eager to communicate and socialize when Norm is around. One mostly nonverbal student even says “dog” or “woof” when he meets with Norm. For many students, Norm provides the first positive opportunity to interact with a dog. These sessions have become very beneficial to students with dog-phobias and severe anxiety related to dogs. 4 How e’s Now SPRING 2012 “Some of our students may be afraid of dogs,” says Feinstein. Because Norm is specially trained, the students can take control of these interactions. “A lot of the dogs in public are not really trained. Norm is polite and not intrusive in their space.” In addition to helping students overcome fears, Norm is a great motivator. Students are more eager to come to class and actively participate in activities when Norm is present. They want to bake him treats, pour him water, and go for a walk when Norm is involved. “It’s amazing how much students will do for him,” Feinstein says. Feinstein uses Norm as a therapy tool during one morning’s occupational therapy lesson with Dylan, 19, a student from the Secondary Pro- gram. This class is devoted to learning impor- tant mealtime skills and expanding Dylan’s flexi- bility, range of motion, and communication skills. To make it fun, Feinstein asks Dylan to pour a bowl of fresh water for Norm. Dylan earnestly raises the pitcher off the desk and carefully pours water into Norm’s blue plas- tic bowl, without spilling a drop. He bends down and slowly lowers the bowl to the floor, reach- ing past his toes.
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