Never Give Up!

    When days are rough, I sometimes need to remember my own motto, "NEVER GIVE UP"! I learned this motto on the first day, of my first, full time special education teaching job way back in 1984. First jobs toward one's career are the foundation for the rest of our days until we one day retire. I'm not anywhere near retirement, nor do I want to be, but my motto still rings true, "Never Give Up."

 
      Today is a particularly difficult day for me tied in to difficult, weeks, months, and years. It's a personal journey that isn't at the point of sharing and doubt it ever will be. Those who know of it, tell me to "Give up". The thing is, I can't.  If I give up I'm only failing myself, failing the other, and not fulfilling my motto of, "Never Give Up"! As in my first special education job, I have often received children who appeared so lost that there was no way to help them. 
       In my first job, I taught 8 boys all under the age of 16. I was also home caretaker for four of the boys. Since this was a residential setting, this meant that I had to come to work an hour early to help the boys clean-up, get dressed, and eat breakfast. All four boys were basically non-verbal, one had a few words. They were also both self-abusive and sometimes aggressive. 
    On my first day, I went with my Principal to meet my new students. While walking through the boys' residential home unit we found one, a rather large boy, about 5'5" weighing nearly 200 pounds, kneeling on the steps leading  to the second floor, leaning on his elbows. He was jabbering in his own language. He was blocking the stairway from both directions. Since this was a locked unit, the principal simply said this is "Douglas".:" He never stays with the group. If he leaves, let him go. He'll hurt you if you don't. He can't get out the facility is locked and fenced in." I simply nodded. I wasn't agreeing with her, I was matter-of-factly processing what she said. I finished the day, meeting all of my students, and colleagues. The school had two full time teachers, and an art and physical education teacher that traveled between schools. There were numerous house mothers/aides, a cook, and two laundry persons. This was not a job for the light-hearted. This was also not a job that I ever saw myself in, but here I was and I was determined to make a difference in these kids lives. I was going to figure out "Big Doug", and make sure he became part of the group.
   That first night, I couldn't sleep. I read the boys IEPs (Individual Education Plans) carefully. It appeared that all kinds of people came in and out of these boys lives. I literally had the kids that nobody else wanted. The last teacher was let go for tying the children to chairs with shoe strings! My mind kept wandering back to Doug and what brought him here and why he did he not want to be with people. Oddly, our birthdate was the same! 
     Day two began bright and early. I had to be at school before 7:00 am. The other employees were not responsive to me. I guess they saw too many other people come and go. I found Big Doug staring out his bedroom window. He was having a full conversation, complete with hand gestures, and head shakes all by himself. He was so adorable that I had to chuckle. I gingerly approached him because I didn't want him to bolt. I simply placed my hand gently on his shoulder and listened as if I understood. He didn't flee. 
     Eventually I had all four of my boys up, cleaned and dressed. My self-abusive autistic guy scratched me up pretty good right down my neck when I removed his mitts to get him dressed. He was a tough one, but we made it through. I held Big Doug's hand all the way to the breakfast table down stairs. We made it! The table was U shaped with Doug sitting in the U against the wall so he couldn't escape. Doug would sit in his chair while eating and bounce up and down while giggling. He was precious! After the boys finished eating, I cleaned them up at the table. We then exited to go to the school house which was directly next to the residential house. Doug made a break for it when we went outside! He ran to  picnic table put his knees on the bench and his elbows on the top and carried on his one man conversations! 
    I could see Doug from my classroom window. As I worked with my students 3 or 4 at a time I watched Doug walk between the picnic table to the fence all the while carrying on a full conversation. Finally a friendly adult, face, when the Physical education teacher came. He helped me collect Doug to get him to the gymnasium for gym class. After gym class, I fed the boys lunch. We then went upstairs to their living quarters for self-help skills (Brushing and flossing teeth, combing hair, clipping finger and toe nails and washing up.) Initially, I lost Doug on the stairs everyday, on our way to the boys living quarters! After self-help skills we had another class in the school house Doug would stay glued to the stairs! At the end of my work day I would bring "my boys" to the living room in the residential house to be with their night-time recreation counselor. He too told me don'y worry about Doug, that's just him, he does this to everybody.
    I did worry, and I did think. In fact Doug is all I thought about. I couldn't give up on this kid or his peers! Giving up on any of them just wasn't an option! Days went by,some better than others. I was scratched on a daily basis by my self-abusive, autistic boy with mitts, "Henry". Henry too had horrible days where he'd get his mitts and helmet off and totally self abuse himself. He'd bang his head on the wall, poke his thumb nails into his hears and slap his face repeatedly. I'd have to restrain him and/or bring him to our padded time out room. When doing this the other boys would watch an educational video within sight in the living room. Doug would usually go the the stairs on his knees and converse with himself. I always made sure that the boys knew I was there for them too.
    Weeks went by. My plan after much thinking, was that when Doug left the group, I would take the group to him. No matter where Doug landed, inside, outside, rain, snow or shine, we'd go with our school supplies to Doug. We of course dressed weather appropriately and made sure that Doug was too! We did many lessons at the picnic table and on the stairs! 
    As months passed, Doug greeted me with a hug in the morning! It was "our special time" to chat. He'd tell me stories and I'd respond with appropriate gestures and voice inflections! He'd laugh and I'd laugh, for real, this kid was so funny and good-hearted. Eventually Doug would take my hand. On the occasions he would bolt,he would willingly come back to class. I would go get him with my hand held out and he would grasp it.  He would talk all the way to class. 

     Now for the next to best part of my saga and the reason why, "I NEVER GIVE UP." Doug went months without leaving the group. So the group was allowed to go on field trips! I passed a driving test to drive the school van. We always took an aide with us. We went to the Philadelphia Zoo, Longwood Gardens, Special Olympics, the Strasburg Railroad, The Jersey shore to my house to make a spaghetti dinner and more. Sometimes we just went out for ice cream. It didn't matter, Doug was with us! 
  The best part...Doug didn't need to be in a locked facility any more! Doug got to move on to another residential unit with out fences all the way around! His mother could come to visit and actually take him out. Doug was happy. Everyone in Doug's life was happy. I was happy too. Every now and then I would see Doug on campus and he would bolt, right to me with a great big Doug, bear hug! Then back to his group he'd go! My motto is, "NEVER GIVE UP". Small steps for some are miracles for others.

     

 
   

    

Making Memories Back to School Schultüten a German Tradition

     Every year parents,kids, and teachers are anxious and elated over the first day of school. It's funny but the air even feels different like something big, and special is about to happen. Children get new clothes, sneakers, back packs,  and school supplies. Parents run around checking their kids lists to make sure that they have gotten everything they need for a successful start to the school year. Then it finally happens, day one! The bus pulls up, the children get on and are taken away for their first day of school. Anxious parents and caregivers leave the bus stop waving goodbye with hopes of great things for their children. I suppose memories are made but perhaps more could be done to make even more positive memories!
   This summer I traveled to Germany to visit my daughter, her husband, and my daughter's new family. We were welcomed with open arms. We stayed at my son-in-laws parents home for the first few days. My daughter kept asking her mother-in-law, "When can we watch the first year video?" Her husband not so eagerly added, "Can we not?". Finally we did! I swear it was the most amazing instructional video I had ever seen! It was a video of my son-in-law at age 6 in his first year of school after kindergarten. It was almost a grand celebration for all of the first year students to be welcomed to their education! Parents were included to take part in the festivities. The older children came and read to the new students. Smiles were everywhere as the older children unknowingly modeled positive school behavior and learning to the younger students. Next they did a round of math lessons using musical instruments to demonstrate the counts of each number in simple math equations. Before the video finished I realized that multiple modes for learning were used when the older children taught the younger children. They used sight, hearing, tactile-kinesthetic, and taste. All of the children were happy, proud, and their parents were too. As the children left school they were all handed different, colorful cones! At this point I didn't know what they were, but I knew that I wanted one! It also became me instead of my daughter who started begging, "Can we see the first year video again?"!
      I soon learned that these colorful cones are called "schultüten" . I was right, I would want one! They are filled with school supplies, candy, and small toys. They are typically given to first graders in Germany. On their first day of primary school, children are brought to school by their parents where they are welcomed by their teacher and new classmates. Just like in the video, there is a small two hour  welcoming party, with songs, poems, and theatre which are performed by the older children.    
     Through a bit of research, I have learned that the tradition of schultüten dates back to 1810. As the legend states, there is a tree at the teacher's home with a decorated cone on it for every first year child. After the tree fully matures, it is time for school to start. In the old days, it was the godparents who gave the children the colorful cone-shaped schultüten at school. Today it is the parents who actually fill each schultüte for their child. 
    I can only wish of having a schultüte tree at my home. I knew that my middle schoolers would love hearing about this German Tradition and getting their own schultüte. So I decided to make them for my students for the first day of school! I rolled old, colorful posters carefully and gently taped and stapled them into cone shapes. Next I filled each one with school supplies, snacks, and trinkets. After filling them I carefully cut and folded tissue paper and glued it to the wide end of the cone. I then sealed the cone with colorful ribbon making my schultüten complete! Each schultüte had identical contents so that no one would feel left out!

     The best part of this whole project was hearing squeals of delite and the thank yous! Every child chose to keep their schultüte intact to bring it home to show their parents. So after opening them, we gently refilled them and replaced the closure ribbon for the trip home. It's a memory that my students will remember and better yet it connects them globally with the children in Germany.    

The House of Q's: Southern Spotlight- Jade Beckwith

The House of Q's: Southern Spotlight- Jade Beckwith: Hey Y'all! One of the best things about blogging is getting to share the interesting stories of my readers and friends. We all come f...

When Reading Doesn't Work!

     On July 22nd I jetted off on a three week journey that has forever changed my life! Due to flight delays and flight changes my luggage was lost before I even left Trenton, New Jersey! Still I was on an adventure of a lifetime so quickly decided that I wasn't going to let exhaustion and lost luggage ruin my trip! I was on my way to Germany to meet my daughter's new family and to share in the joy of her marriage. I was on a Lufthansa flight with a cozy feather pillow and perfectly coiffed stewardesses. Though the flight to Munich was was aesthetically pleasing, it was very hot to the point that I was soaking wet! I was in the middle section between larger men on both sides, one with his elbow jabbed in my side throughout the flight. His English was about as good as my German so we really didn't communicate! I had to go to the bathroom for the longest time but since the men were sleeping, I was polite and kept my discomfort to myself! I found myself thinking about my students who have so much difficulty reading English. One student in particular who cannot read, write, or clearly communicate in English. Now I was in his shoes! I am unable to read, write, or speak well in German! So since I was going to be in foreign countries for the next three weeks I decided to consciously think about what it must be like on a daily basis for my students who have so much difficulty reading, writing and communicating in what to them is like a foreign language. This is my saga of when "reading doesn't work"! 
    From Munich I flew to Frankfurt where my daughter and son-in-law would clearly know how to find my luggage! The problem was that the Frankfurt Airport is HUGE so knowing where to find my daughter and son-in-law was an issue! So, I decided to be self-sufficient and go in search of my missing luggage. I found a "polizist" (policeman) who surely could point me in the right direction! He kindly stamped my passport but didn't see my dilemma as much of a priority! So, I used my visual skills to go toward the way he was pointing and found the baggage area! I searched the baggage area high and low keenly using my visual skills to find my luggage! I looked at every black suitcase I saw, none were mine! I did find my daughter and son-in-law though, a definite perk in my frazzled state!
     An hour later, my luggage was still missing! All three of us asked questions; they in German and me in English but in the end we were running in circles to all of the same places. I thought how exhausted my students must feel by the end of a day! Just when everyone was about to give up, I saw a woman who worked for my original airline, U. S. Airlines. We gave each other the universal symbol of kindness, a smile. In English I carefully showed her all of my documentation from the beginning of my trip until now. She made phone calls. She learned that the luggage was in the airport. She sent us to a place we had all ready been. It was now closed! We then saw an elderly man in work clothes with suitcases. We asked him if he knew where suitcases were kept that were unclaimed. He did! He had a key! He unlocked a door and there sat my suitcase! I hugged him! I don't think that my students would have been able to navigate this system. They would have given up in frustration and possibly cried. It was rough for me with two others helping me. Reading and communicating were key components of finding my luggage. 
   In the next few weeks with my daughter at my side, we traveled in Germany, Poland, and the Netherlands. Luckily, my daughter is fluent in German so I had assistance in most things that we did! My only real difficulty was in Berlin at a bathroom with no visual aides. There I had to decide between herren (men) and damen (women). Again, I relied on my visual senses and waited until a man came out of the door marked herren before entering the door marked damen!

   My conclusion in my personal "social experiment" on the importance of reading is this: Life is not impossible without being able to read or write but everything takes longer because it must be thoughtfully done. Also, one must be able to communicate even if in rudimentary ways. Smiles and hand gestures, and pictures go a long way when trying to communicate with someone with a different language than your own. The pierogi lady in Poland became so much kinder to us after our second visit when we all learned to communicate better through smiles and visuals! In the end it was hard to say zegnaj (goodbye) to her. So, as a special education teacher it is my duty to not only teach my students to read and write but how to communicate when they can't read and write. When reading doesn't work then tolerance in getting your point across to others is essential. 

Fun Ways to Motivate Readers

    It is my steadfast belief that reading everyday improves literacy. I began reading to my own children as soon as we were home from the hospital! Crazy, maybe, but my children were solid readers well before kindergarten. Not all children are born natural readers. Some children really have to work hard at learning how to read, for multiple reasons. As an educator, I take reading very seriously, as I should! As a special education teacher in a 12:1:1 classroom, I can tell you that most of my students struggle with reading in one way or another. Some with decoding, others with comprehension, some with both. I can also tell you that these kids work hard everyday to improve their skill at reading. They also all love reading!
   I love coming up with creative ways to help children become motivated readers. Some kids are intrinsically motivated, others need a little push. I guess I am the reading pusher! Sounds scary but it's all good fun! Over the years I've developed many ways to motivate children to read, even children who like to read enjoy a new "gimmick" every now and then! So, here are a few ways to make reading fun!

1) The Reading Chain Challenge:  The reading chain challenge begins on the very first day of school! Everyone in the classroom including the aides, students, and me are invited to participate. It's an honor system so all books read count, even those read at home! After a book is completed the reader needs to fill out a pre-cut strip 

 of paper that includes their name, the date, the book title, and the author. If the children are young or unable to write, a note from Mom, Dad, or their guardian works too. Each strip is then added to a chain that we attempt to get all the way around the classroom. This year we made it about half-way around the room. As a class we read 233 books this year! On the last day of school the strips are tallied and the person who read the most books wins a  sizable prize! This year's winner read 35 books. The runner-up read 34 books! The race was so close! This strategy can be adapted at home. Imagine the great chain that could adorn your den or child's bedroom.

2) The New Year Challenge...read fifteen books in 2015: Just in cast the Reading Chain Challenge didn't give out a reward quickly enough, there is the 15 in 15 New Year Challenge! This challenge begins on the first day back to school after the holiday school break. The goal: To read 15 books before the last day of school in June. The Prize: A  BIG "Symphony" with a round of applause!  A big symphony is a large size chocolate bar from Hershey. Some students earned more than one Symphony with a round of applause! In this challenge, for each book read, the students had to write a short book report and draw an illustration. I keep track of the number of books read in a wall display (shown in the picture) with big numbers to remind everyone to read! I also use this challenge for "early finishers" who need a task to do to fill-in time while their classmates finish work they have all ready completed. This challenge is easily adaptable for home use as well.

3) Balloon Pop:  Balloon Pop is a motivational reading strategy that I enjoy using in the summertime but it can be used anytime during the year! I write the names of all of my kids favorite books on to tiny strips of paper (cut up sticky notes work well); I fold the paper and place it into a balloon. I then blow the balloon up and place the balloons into a basket or bucket. When reading time comes the child chooses a balloon and pops it! They can pop-it any way that's safe, stomping on it, sitting on it or with a fork or pin. Never ever let a child pop a balloon with their teeth because this can be a chocking hazard. I would of course suggest adult supervision, especially with younger children. This is a fun, memorable way to enjoy reading time!

     
In the end, the only thing that matters is to keep reading! It's fun to motivate readers. Reading provides a valuable hobby that promotes literacy. When done at home with the parent reading together creates a bond that lasts a lifetime. A child that reads will be an adult who reads. Have fun reading!

Book Review:

Diary of a Wimpy Villager by: Cube Kid. This is a self-published book for Kindle.  It is a diary of a twelve year old minecraft villager, named Runt.  Runt wants to be a warrior.  The characters in this story are engaging. Kids think it's funny.  In the end kids want more because Diary of a Wimpy Villager is a cliffhanger!  In my opinion this is always good, because it keeps kids reading! 

Steps to Navigating the Special Education Process

     On my last day of work for the 2014-2015 school year while standing in the front office, all anyone could hear was "chirp-chirp-chirp", over and over again. No one knew where the little chirp was coming from. So a wise administrative assistant and a high school mathematics teacher searched for the source of the tiny, yet frantic chirp. They found it! In the outdoor courtyard located in the center of our school was a baby bird trapped inside a drain hole. It was trapped in a very precarious place. It wasn't possible to just reach down and guide him out. Gentle care had to be taken because this bird was so tiny and frail. The two adults put their heads together and from a coat hanger or two, and a manila folder they created two tools to gingerly guide the baby bird, a killdeer, into their manila-folder tool and into the math teacher's hands. This duo then swiftly brought the frightened bird to safety, outside under a bush near the field where the elder killdeer roam! I ran inside to grab my cellphone to take the tiny bird's picture, but by the time I came back this sweet little urchin was running and chirping on the back field just like all of the other killdeer! Can you see him in the picture above?
      Sometimes being the parent of a child who is having difficulty in school is like trying to see a tiny bird through all of those blades of grass! Where do you look? Who do you go to? Who can you trust? You hope that someone will swoop down just like the two adults in my story and will just fix everything! It's not quite that easy to remedy the problem when a child needs academic help,  but the good news is that there is all ready a plan in place to help children who are struggling in school. I've broken the process down into ten steps as a guide to help parents or guardians navigate the special education system.

1)  Talk to your child's teacher about seeing if your child needs to be identified as needing special education services:
     There are two ways that children are possibly identified as needing special education and/or related services. The first way is by the referral of a parent. The second, is by "child find", a mandate from the Individual's with Disabilities Act. (Wrightslaw: The Special Education Law) Child Find requires all school districts to locate, identify, and evaluate all children with disabilities regardless of the severity of their disability. Child Find operates in every state in the U.S.A..
     Again, their are two ways the child can be identified, first by the parents asking for a referral and second, by child find where school professionals such as the teacher or school psychologist may ask for permission for the child to be evaluated. When the parent asks for a referral, it can be done verbally but it's best to place this request in writing. Under the federal IDEA, the evaluation of the child needs to be completed within sixty days after the parent gives consent. Some states have their own time limit which is then takes precedence.


2) The Child is Evaluated:                                   
     The law mandates that the child's initial evaluation must be complete and individual. This means that the evaluation must be only for that specific child and no other. The evaluation must also assess all areas in which are believed to be included in the child's suspected disability.

3) Determination-It is decided if the child is Eligible for Special Education and/or related Services or not:
    A team of educational professionals and the parents or guardians review the child's evaluation results together. As a group, they decide if the child is defined as a "child with a disability" by IDEA. In my years as a special education teacher, I have seen decisions go both ways.  If, however, the parents or guardians do not agree with the results of the eligibility decision, they may ask for a hearing to dispute or challenge the decision.
* steps 4, 5, and 6 run concurrently.

4) When the Child is found Eligible:
     When the child is found to be eligible for special education and/or related services, The school district has thirty days to write an Individualized Education Plan commonly called the IEP.  The IEP is written by a team of professionals such as: the school psychologist, speech pathologist, teacher, CSE Director, the guidance counselor, and anyone else who will provide services for the child such as an occupational therapist or physical therapist.

5)  The IEP meeting is scheduled:
       It is the school district's responsibility to schedule and implement the IEP meeting.The school district must contact and invite all participants including the parents or guardians and depending on the child's age, the child him/herself.  The meeting must be scheduled at a time and a place (usually at the school) where the parents or guardians and professionals can all attend. The parents or guardians must be informed of the meetings purpose and who will be attending. The parents can also invite anyone that they believe has special expertise on their child such as: a family member, a pediatrician, an outside counselor...etc. The goal is that both the school and the parents are on the same page going into the meeting so that everyone involved is well informed and can make the best decisions on behalf of the child's education.

6) The IEP meeting takes place turning a draft IEP into a complete IEP:
     Again, the entire team with the parent's meet to discuss the child's IEP. Often, a draft IEP has been written to guide the process. It's imperative that the parents or guardians give consent for the IEP to be implemented.  If for example, the parent does not agree with the child's new placement (class or school) the parents can further discuss options with the team before consenting to the IEP and the placement. An example of this is, perhaps the professional team feels that the student is best served in a classroom called a 12;1;1 placement. This means twelve students, to one teacher, and one classroom aide. The parents may want the student to stay in the regular education classroom. The team and the parents must then work out an agreement. Perhaps they compromise by keeping the student in the regular education classroom with a special education teacher as a direct consultant in math and English (this means the teacher goes to these classes with the child) and as an indirect consultant (The special education  teacher collaborates and oversees the the remainder of the child's classes) with resource room support for 42 minutes daily and testing accommodations for all tests and quizzes. The Special education teacher would be  the direct consultant teacher in math and English because this is where the child's disability areas are prevalent. Resource room will be a place where the child can work on his/her IEP goals which are in the areas of the child's disability. Testing accommodations are adjustments that are made to the child's testing situation to help level the playing field between the child and his non-disabled peers. When all persons involved in the child's IEP agree and sign-it, by which the parents give consent, then the IEP can be carried out. 
     If the parents still do not agree with the decisions made by the IEP team, then the parents can ask for mediation, or the school may offer mediation. If no agreement is met after mediation, then the parents can file a state complaint, or a due process complaint. This would lead to a due process hearing where mediation must be available. Most of the time the professional team and the parents leave the IEP meeting in agreement, after all everyone wants whats best for the child.

7) Finally, the IEP is complete and services, are provided for the student:
    The school must make sure that the child's IEP is carried out.  The parents are given a copy.  All of the student's teachers, and services providers must have access to the IEP and must know his/her specific responsibility to carry out his/her portion of the IEP. Everyone must sign-off that they have read and understand the IEP.  A case manager or special education will monitor all persons responsible for carrying out the IEP.

8)  Progress monitoring reports for parents:
     The special education teacher and the service providers must regularly report the child's progress on his/her IEP goals. Data of progress toward to measurable goal should be kept and included in the report. Progress reports must be sent home at least as often as the child's non-disabled peers are rated. Usually, this is four times during a school year.

9)  Yearly IEP Review
     At least, once a year, the IEP is reviewed. It's called the "yearly or annual review".  A review can be held more than once a year if the parents or the school district feels it is warranted. Step nine is very much like step six.  The profession team and the parents again meet to review the IEP, change goals, or the placement as necessary after reviewing the student's progress. Concerns and things that are going well are discussed. Sometimes additional testing or consultations are recommended. Again, if the professional team and the parents or guardians are not in agreement with the IEP, then a mediation can take place, or a due process hearing. Parents can also file a complaint with the state education agency. In most cases, however, all parties leave the IEP meeting in agreement.

10)  Reevaluation Process
     Minimally, every child with an IEP must be reevaluated every three years. More often if it is requested by the child's parents, guardian's, or teachers. It's called a triennial review. The triennials purpose is to determine if the child is still considered a child with a disability under the IDEA guidelines. Like an IEP meeting their will be a triennial review meeting to discuss any changes in programming that may need to be made on behalf of the child.

     

     In the end, like our baby killdeer, you too will navigate your way through all of the blades of grass and special education processes that will get your child the help that he or she needs. Remember, all persons involved want what's best for your child. Also remember, as the parent you always have the right to question your child's IEP and advocate for your child. Like our little killdeer your child will land on soft, yet solid ground.

A Town that Cares Makes Kids Who Care

Whitehall, New York in the United States

       Deep in the Adirondack foothills lies a small town called, Whitehall, New York.  A community of around 4000 souls.  It's a quiet town.  The town's ethics are based on family, church, school, and community. Many families have lived here for generations. Whitehall is not a wealthy town, but what it lacks in riches, it makes up for in heart. 
    So, on April 25th and again on May 12th when the children in my classroom came to school and learned about the massive earthquakes in Nepal, they wanted to know more. We looked for the tiny country located between China and India on the world map.
    

Epicenter of the earthquakes in Nepal

     We reviewed what happens in the earth when an earthquake happens. An earthquake is what happens when two plates or large blocks of earth underground slip past each other. The underground focus point of an earthquake is called the hypocenter or sometimes ground zero. The location on the surface of earth is called the epicenter and this is where the fault line is. Next we looked at images of the earthquake in Nepal on our smartboard.

Safety procedure during an earthquake.

    When my students saw the students in Nepal going to class in tents, they wanted to drop everything, and help their peers across the world. They wanted to find a way to help the Nepalese children get new schools to cover them and supplies so that once again they had a place to hold on to.  They were amazed that children went to school right after this devastating earthquake so that there parents were free to help others. They worried about the kids who may have lost family members or been injured themselves. So, we all put on our thinking hats, and devised a plan. First we had to get approval from our Principal who gave us a resounding "yes"! Next, I contacted my friend, in Kathmandu, Nepal  to get the information of where to send our donation. He thanks our children everyday.

      Finally, we decided to use symbolism to represent our emotions and concern for the Nepalese children and build them a paper school which would represent the building of a new school life for them. How did we do this?

1)  We first made bricks from paper.

2)  Next we made posters, flyers, and sent letters home to our parents.

3) We made  morning announcements to tell everyone in the school about our efforts to raise funds by donations to help schools devastated by the earthquakes in Nepal.

4)  We set up a station to take donations during lunch.

5) Our classroom aide, Mrs. Faryniarz outlined our symbolic paper school on the wall outside of our classroom. Our art teacher, Miss Badger made a door, windows and a bell for our paper school. My students and I carefully lay the bricks every afternoon. It's fun watching the Nepalese School grow!

6) Finally, in our life skills/math lesson. We counted

our donations. The students had never put coins in wrappers before. They loved doing this!

7) Now we repeat step 3-7 everyday, hoping to fill-in and complete our symbolic paper school for Nepal. We are a bit worried because we only have two and one-half weeks before school is over! We however are not quitters and will find a way!

    There is a beautiful part to our saga. We visibly saw hearts grow! Our paper school started out slow, even though a donation was a personal choice of one cent or more! The kids  and teachers in our school wanted to know more. So we shared stories from Nepal and explained to those who didn't know where Nepal was, where it is. We saw hearts grow even bigger. Kids came from every corner in our 6th-12th grade school to make a donation. Teachers, aides, custodians, secretaries, administration, bus drivers and board members gave donations. Then we saw hearts grow again! A grandmother from town sent in $20.00 for a brick! Other towns people heard of our endeavor and sent in donations! Still, just when we thought our project couldn't gain any more supporters, it did! We gained support from friends in: New Jersey, Pennsylvania, Ohio,  and other towns in New York!  This is project based learning (PBL) at it's finest.

     Whitehall, New York is a town that cares. Our children are becoming global citizens. Children who want to help other children learn from the adults in their lives who help others everyday. We can't fix all of the damage from the earthquake in Nepal or fix broken hearts, but just maybe we can use our donation to Nepal as a kind of BIG HUG from the students, staff, townspeople, and friends of those  in Whitehall Jr. Sr. High School to say we care.

* The paper school is for symbolism as a visual for the students to see their efforts grow. The donation sent to Nepal will go for school system supplies but will only be a portion of what a new school costs.

* Our "thinking" hats are part of our WCSD group the "helping hats", which is from our work with the "Not Perfect Hat Club" and author, Jena Ball.

P.S.

Good-news We finished our paper school on our last day of school. Here we are quite proud of our efforts. We were very worried that we might not finish before the end of the school year! Thank you so much to our contributors from Whitehall and from far away!