May is A Time of Preparation and Transition

May is A Time of Preparation and Transition: Keeping a Balance in All Aspects of Life

Preparation and transition are words that have such great depth and significance when we work with our neuro-diverse populations.  As we enter May, we can quickly be overwhelmed by all the activities upon which we need to be working. The most important idea to keep in mind is maintaining a balance in our own lives. During this month, we are in a unique time of wrapping up this academic year, while transitioning into the next. Without keeping ourselves balanced, we can lose sight of what we hope to accomplish!

We begin by looking at the teachers and their roles throughout May. We come to the end of IEP time, which sees our teachers pulled out of classes for these meetings throughout the months of April and May. In the cases where this happens during the academic day, those teachers must make sure that their classrooms are properly supported, and that learning can continue. I tried to have the inclusion teachers present their information first in these meetings so that questions could be addressed, recommendations made, and then they could return to their classrooms. I always suggested that they have independent work sessions happening while they were out of the classroom (like silent or supported reading, working on papers or presentations, or other individual activities) so that full class instruction was not missed or presented by a substitute teacher. This takes some of the pressure off the teacher in lesson preparation when they are out of the classroom. Lesson preparation is not the only thing they are doing during this time as preparation for the IEP or 504 meeting also takes place. Another suggestion for the teachers is to keep good notes throughout the year and take a block of time, about a week out from the meeting, to put thoughts together. Why a week before? We do have unforeseen circumstances that arise in schools, and we do not want to put off putting our thoughts together until the last minute. Walking into that meeting with prepared notes from which to work and a simple plan for the classroom means that a teacher can be prepared and ready to move between meetings and classes.

As the meetings wrap up, there is always the need for reviewing the technological needs for the individuals in the next academic year. We recognize that there is no one-size-fits-all approach to technology, so we want to be aware of what we have and what we may need to get. Each district handles this in their own way. Some of the best practices I have encountered worked around the earlier preparation. The first step is to have an inventory of the technology within each classroom and building as well as what may be in a warehouse at the district level. This sounds like a major task, and it is when done the first time. However, it saves time, energy, and money in the long run when trying to make sure the individuals have what they need. Even on my current travels, I always ask to see what technology is in a building. It gives me an opportunity to share alternative uses of devices educators might not even know they have!  So, the preparation piece here is to have a definitive list of working assistive technology by classroom and building first. Then look at what needs to be ordered. Be sure to work with groups you can trust as there are still some items which may be unavailable due to manufacturing issues. The last thing you want to do is order something that may be having issues and then not have it in time for the next academic year.  

The other idea that some districts have implemented is to have someone come into the district on an end-of-the-year PD day and present both new and current assistive technologies. I have done some of these sessions and it is such a positive way for people to see what is out there as well as hear from their peers in attendance about how they might be using some of these devices with certain students. I was also recently asked to be part of an AT Playground where teachers, therapists, and AT Specialists from a state were invited to come in and speak on various topics in a round-table format created to engage others on how they might be using the technologies in the topic.  I led the Low-Tech AT session where we spoke about manipulatives and sensory items, as well as switches and single message communicators. The information shared by the group was fantastic! Of course, everyone wanted some time in the Blackout Sensory Tent. Thinking of switches and single message communicators as low-tech was also mind opening for some. I was then asked to add depth to the discussions during the eye gaze/headtracking/alternative access session which also gave people an understanding of what is available. There were some who had never heard of devices like a Glassouse and saw how that could be a great choice for some students. This type of preparation offers an opportunity to think ahead and be ready to better support individuals.

Administrators, May always brings flowers along with thunderstorms!  Some of those storms are those events or issues that seemingly arise out of nowhere. How can you maintain that professional balance? One best practice that I see in our districts with the master administrators is that of proper delegation. I wish I had known about that twenty years ago! We want to make sure everything goes well in support of our faculties and students. Therefore, we try to oversee everything and take some of the pressure off others. Think about what you can delegate. Your support can come through written or video guidance of the process and a quick 15-minute personal meeting from time to time to get a sense of how things are progressing. Work with your teams to find those who excel and are excited about taking on an additional activity. Empower them to make decisions on some of the smaller issues so you can focus on larger issues. Have a weekly planning meeting on Monday morning so that everyone knows what is happening on each other’s days that week. Ask who needs support and who might have time to be a support when other matters arise.  Communicate and delegate. These are great opportunities to bring you a better sense of balance in this hectic time.

The most important idea regarding preparation and transition is to take care of oneself. Those of you who have heard me speak know that my focus is always on making sure that each of our lives is as balanced as possible. When we are living a balanced life – or as balanced as it can be at this time of the year– some of the toxic stress drains away and we are better able to support our individuals. The excuse which is too common and has been used for generations is, “You don’t understand how busy I am!” That never changes! We are all busy. We are wrapping up one academic year, getting ready for another, helping individuals transition into the next phase of their lives, plus attending or being the chauffeur for extracurricular activities which can include athletic contests and practices for our own children, going to or planning graduation parties, and being part of family events. Think of all those things and realize that they are all happening along with your regular duties this week alone! Take time for yourself each day!  Remember the five-minute rule. Take five minutes and just be you. Sit or walk and don’t think of anything but how important you are to this world. Have some water, coffee, or tea with you and just relax. That five-minute recharge and centering can be done at any time of the day. I am seeing more teachers, therapists, and administrators taking that time during lunch and just going outside for a walk.  You can also choose to find the time in the morning or the late evening when it is just you. By taking this time, it helps you to regain that sense of you which so many people are counting on. Just remember what my Big Mack tells you every time you press it: “You are Awesome!”

Candy Corn and Jelly Beans: More Than Just Sweet Treats

Candy Corn and Jelly Beans: More Than Just Sweet Treats

Accessibility Switches Increase Access to Technology and More

There are many switches on the market for people who need alternate ways to access their computers, tablets, communication and mobility devices, toys, games, and other daily living activities. Figuring out which switches are right for your needs can be difficult. Comparison charts can be a helpful way to learn about a variety of switches and their features. These types of charts provide an easy way to review the switch type, activation type, activation force, type of feedback, size, color, and more.

A few switches I really like are the Candy Corn Proximity Switch and the Jelly Bean Switch. Both switches are highly sensitive to touch and activating them is very easy. Here is a bit more information on each.

 AbleNet LITTLE Candy Corn 2 and BIG Candy Corn Switch

These switches use highly sensitive proximity sensor technology for activation. When the user is near or barely touching the activation surface, the switch will activate. When activated, an auditory beep and light appear. This feature can be turned off if it is not needed. A replaceable battery is included.

AbleNet LITTLE Candy Corn 2 Proximity Switch 

AbleNet BIG Candy Corn Proximity Switch

  • Activation surface is nearly two times the size of the LITTLE Candy Corn Switch
  • Product Dimensions: 3.85-in L x 4-in W x 0.58-in H
  • Plug Size: 3.5mm mono (TS) plug

AbleNet Jelly Bean Switch

This AbleNet Jelly Bean Switch activates by pressing the top in any location. The color of the switch can be changed to red, green, blue, or yellow. There is a clear snap cap for symbol use. You can download the AbleNet Symbol Overlay Maker Application for free to create printable symbol overlays with access to thousands of symbols for devices and accessibility switches. The App. requires an iPad with iPadOS 13 or newer.

AbleNet remarkable ideas- using Jelly Bean and Candy Corn Switch is a five-minute video which provides practical and functional ideas on how these switches can be incorporated into the classroom and daily living activities.

I’ve had the experience of connecting these switches to an AbleNet Powerlink 4 Control Unit to control appliances independently, such as; turning on and off lamps, an oscillating fan, and even a handheld mixer (helping mix muffins) which was possible using either switch. They were both easy to operate. Positioning is always an important consideration when deciding on placement and switch access. Mounting or angling the switch might take a few trials to get it right. 

A longtime friend of mine, Justin, also tried out the Candy Corn Proximity Switch. At the time, Justin was using switches mounted to his wheelchair near the sides of his headrest.

His mom explained, “For Justin, turning his head to the right and left is his most reliable and purposeful movement. Justin has a harder time turning far enough to activate a button switch. By positioning the Candy Corn proximity switch within his range of movement, he was able to access his computer games and switch toys without repeated tries.” 

Judy also said that she liked the audio cue of the Candy Corn, which prompted Justin to move his head back to midline. 

There are many benefits to using switches as they help people with limited movement to enjoy greater independence, improved self-esteem, communication with others, access to technology and computers, an increase in inclusion and participation at home, school and in the community.

School Health is an official US Distributor of AbleNet products. Visit the SchoolHealth website to explore these and other switches.

National Nurses' Week 2023 Wrap Up


Our team at School Health is inspired by school nurses like you every day! Thank you for your passion for school nursing and for keeping students healthy and safe.

We love celebrating school nurses like you on National Nurses Week and School Nurse Day. We know that the demands and responsibilities of nurses have drastically changed, but we are continually inspired by your resilience, perseverance, and dedication to your students.

For National Nurses Week, we asked you to share moments that make you love what you do. Below are just some of the answers we received!

I would have to say that working with the kids day in and day out keeps me passionate about my job.  I find it very rewarding and fulfilling. Hearing about their day, sharing their joys, and helping them through their hard times is satisfying. Each day is different, which I love! Sometimes the kids just come to say hello and other times it is because they are sick or injured. You never know what is going to happen.  One time I had a student who needed a winter coat. When I gave it to her, she hugged me and thanked me. I wanted to cry because our storage area became a blessing to someone who really needed it. It was at that moment that I realized that school nursing was a huge opportunity to minister not only to the kids, but also to the community. It was more about taking care of their health. School nursing takes care of the whole child. I am thankful for that lesson. – Tonya B.

I have been at the same school for 18 years. It's so cute when they bring me random gifts or just come to get a hug. Many of my current students are the children of my former students. It is such a joy to see them growing up and going out into the world. – Kelly M.

I have spent my school nursing career at the same elementary school for the past 30 years. I am now taking care of the children of my former students. It is great fun to share stories of students’ parents with these students. I love mentoring my former students when they choose nursing and medicine as a career by providing shadowing experiences in my clinic. My most rewarding days as a school nurse are the ones when I facilitate a newly diagnosed T1D kiddo getting back to school. These students and their families depend on the school nurse, and it is a pleasure to provide this support. – Jeanne A. 

I have been a school nurse for six years. They have been some of the hardest and most rewarding years that I have worked in the nursing profession. I work primarily at a middle school, which I believe is the most challenging time in kids’ lives. Every day we struggle with kids trying to find themselves and fit in to whichever area of life they are drawn to. Kids want to be accepted, want to be loved, and want to be part of something. This process is exhausting, especially for kids that come with more emotional, social, and physical baggage. Every morning, I try to remember that kids are the way they are because someone made them this way, and that we as nurses, teachers, educators, need to be patient, caring, and kind. I try to build trusting relationships with my students and communicate openly and honestly with them. It is so important to empower this age group to advocate for themselves and help them understand how important it is for them to be a part of their solution and problem solving. They need tools to get through life, and if I can add to their toolbox, I want to do this. I love my job and am thankful every day that I get to work with students and, hopefully, help them be successful in their lives. – Jennifer M.

What keeps me passionate about school nursing? I Love my role in EDUCATING THE STUDENTS!! – Stacy C. 

I have been a school nurse for seven years, and I couldn't ask for a better job. I love the kids. I work in a smaller district from grades K-12, so I am the only nurse. You never know what each day will bring. Some days are a challenge being the only nurse. No one to collaborate with, but the environment in a school is great. Everyone that works in a school setting has a passion for the kids. – Molly T.

At School Health, we understand the role that school nurses play in their schools and communities. Our team is here to support you, so that you can provide the best care for your students and help them succeed in school and beyond. Thanks for everything you do!

School Health Welcomes Local Special Olympics Athletes


School Health is proud to welcome five Special Olympics athletes to our headquarters on April 18, 2023. Nate Freeman, Ashley Jones, Katie Hajost, Sam Deveraux, and Kevin Stuercke will meet the School Health team and learn what we do to help students, staff, and communities across the country.

Learn more about the athletes below!


Nate Freeman

Nate has been doing Special Olympics since 2014. He has done a variety of sports through the school district, but the sport he loves the best is swimming, which he does through his local YMCA. Nate grew up in Mount Prospect, IL and attended Hersey High School and the Life program at Forest View. He loves to bake and watch videos.

Ashley Jones

Ashley grew up in Hoffman Estates. She is 33 years old. She has participated in Special Olympics for 25 years. Ashley competes in multiple sports, but her favorites are gymnastics and golf. She won five medals in gymnastics at the Special Olympics National Summer games in Seattle, WA. in 2018: Two gold, one silver and two bronze. She was also chosen as one of the athletes who was part of the Illinois Sate Lottery Special Olympics scratch off charity ticket campaign. She was on billboards, on the internet, street signs, and bus stops. 

Fun fact: Ashley’s sister sent former CBS news anchorman Rob Johnson, an email stating he was Ashley’s favorite news person. Since he thought he took too long to see the email, he called Ashley at home and talked to her. Since then, they have met several times.

She has also been featured in newspaper articles and publications regarding her activities, and medical discussions regarding individuals with Down Syndrome. 

Her favorite activities are dancing and listening to music.



Katie Hajost

Katie grew up in Palatine, Illinois, and has been involved in Special Olympics since she was 8 years old, for a total of 29 years. Her favorite sport is swimming. Besides competing in swimming, she also competes in gymnastics and track & field.

 Fun fact: When she started high school, she wanted to be on the swim team with her older sister, Jenni. Despite not knowing how to swim, the head coach said they would teach her, and they did! She competed on the Regular Ed team all through high school while competing with Special Olympics! She loved it!

Katie also loves music, old TV sitcoms, and word search puzzles.


Samuel Deveraux

Samuel is a 22 year old athlete who has been enjoying Special Olympic programs since he was been four years old. His favorite Special Olympics sport is downhill skiing. He also enjoys the team sports of basketball and soccer. When he isn't playing sports, he enjoys gardening and walking his dog, Luna.

CSUN Assistive Technology Conference Highlights

 CSUN Assistive Technology Conference Highlights                                                                                                                  

California State University, Northridge (CSUN) held its 38th Annual Assistive Technology Conference March 13th through March 17th, 2023 in Anaheim, CA. This conference is focused on cutting-edge practices in the field of accessibility and assistive technology. The attendees typically are practitioners, educators, advocates, family members, individuals with disabilities, exhibitors, etc. This year the conference held hundreds of sessions, an exhibit hall, and many networking opportunities.

School Health was proud to participate in this year’s conference exhibit hall at booth number 104. I had the opportunity to represent the team along with my colleague Jodi Szuter, Specialist - Special Education, and the representatives from AbleCon as they provided real time demonstrations of the AbleCenter Camera System.

Sharing the products at our table such as the GlassOuse PRO and the Cosmo Devices drew attention from many conference attendees. The best part was meeting practitioners and school district staff looking for ideas to better serve their clients and students. We had many engaging conversations with individuals with disabilities who were looking for tools to assist their everyday lives. Their insights were helpful in understanding the variety and complexity of their needs. 

While at the conference, I made my way around the exhibit hall visiting over 90 booths. Many booths provided assistive technology equipment, software, or resources with focuses on two major areas: low/no vision and accessibility of websites and documents. There were some booths with augmentative and alternative communication devices, employment offerings/accommodations, and smart home speakers and cameras. 

One thing that really stood out to me at this conference was the number of attentive and helpful staff available to assist attendees in finding their way around the venue. Wearing their bright red shirts, they were easy to find, and with so many attendees using canes and guide dogs, their individual attention was exemplary. The CSUN 39th Annual Assistive Technology Conference is already scheduled for March 18th-22nd, 2024 at the Marriott - Anaheim, CA. 

 On a personal note, it’s not every day you meet a famous pop-culture icon but look who snapped a photo with us at this year’s CSUN Assistive Technology conference! Stevie Wonder!!!

Autism Acceptance is Key in Inclusionary Practices


During each spring, tens of thousands of students check their email or standard mail waiting for an acceptance letter from colleges. For thousands of middle school students, spring brings acceptance letters from private high schools. Parents in certain locations throughout the country seek acceptance into special pre-school programs for their young children. Individuals of all ages hope for acceptance into groups or other activities. The idea of acceptance is nothing new. We have seen it throughout the history of humanity. The idea of not being accepted brings concern and sadness and may even cause feelings of failure. Acceptance is an important part of any community and can help to establish higher levels of diversity and success within that group.

A few years ago, we moved from April being the month of “Autism Awareness” to “Autism Acceptance.” This came about because one can be aware of another person, but not accept them for any number of reasons. With the large number of individuals with Autism Spectrum Disorder, acceptance of who they are is important to maintain a socially healthy community. Those who push back and fight accepting these individuals often do not understand that many individuals who may have had undiagnosed ASD have provided amazing insights into the world because of their “uniqueness” or “idiosyncratic” approach to life. Some people fear a label and do not give that person a chance to demonstrate what they can add to life.

Several years back, I was contacted by some consultant colleagues for insights on a project they were working on with a district. The district was moving toward having a strong inclusive approach to their student population and was developing a plan and budget to properly support faculty and students.  The seven-person Board had final approval and it looked like it would be a close vote as two members were opposed simply because of costs for the professional development. Two members were former educators and were very positive about the movement. So, both sides had the opportunity to present the pros and cons of an inclusionary program. The only argument against the plan was fiscal in nature. I was asked for insights on proper training and documentation because of work I had done internally with schools in the 1990s and early 2000s.

On the night of the public Board vote, both sides had one final time to share their side. Each side did and the crowd was asked to remain silent while the vote began. One of the three Board members who was undecided offered to vote first with his rationale. He shared his status as a parent of two students as well as a citizen concerned about doing what was right. He then went on to share that although the inclusion of students was important, he was going to vote against it because he did not want his children to “catch Autism.” Chaos arose in the meeting, but his vote was cast, and the other two undecided folks voted along with him in fear of something that wasn’t real. That district voted down inclusive classrooms because of being labeled without knowing anything about it. Fortunately, two years later a new superintendent entered the district and was able to put through a resolution with proper funding and training for “modern classroom teacher support and training.” Inclusion was able to be introduced in that way.

Events like that demonstrate why awareness is not enough. Too often, individuals making decisions are not aware of what actually happens in the classrooms. This is especially evident in our politically charged environment today where people assume they “know education” and “what really goes on” because they went to school. We have to put ourselves in a situation where these generalities and labels are pushed to the background while the individuals and the great things they bring to the community are in the forefront. One way of doing this is to highlight the accomplishments of all students side-by-side. Create videos and materials that surround the amazing work done by students, making sure that neurodiverse students are featured with their neurotypical peers.  

When we look for examples, think about some of the students on the autism spectrum who may be excellent actors or actresses. Be sure to use them in some of the advertising for shows or for recruiting others into the fine arts. Look at some of those individuals who may have other conditions and still make a positive difference in activities throughout the school. Be sure to have these students along with other students as examples to the community of the positive things being done by the students.  

Create community events like “Talent Evenings” with performances from the bands and choirs surrounded by art and pottery from student portfolios. Have the actors and actresses perform a short piece while speech and debate can mirror some of their competitions. I mention all these areas as various districts have shared with me how their neurodiverse students are thriving in these settings – something that the larger community may not be aware of at all!

We have heard of using the Universal Design for Learning principles for arranging classrooms and other educational settings. Keep the idea of "universal" in mind when highlighting the efforts of our students. We have experienced some of our students who may be on the autism spectrum becoming great athletes in sports like basketball, cross country, soccer, and volleyball. We don’t have to promote their condition, but we do have to promote their accomplishment. This way, we are designing a platform where individuals are assessed on what they have accomplished.

The question might arise surrounding those students who may be in programs to give them life skills with the goal of transitioning into the workforce. Celebrate them as well. Offer evenings and weekends when the community can interact with them as well as with those in standard vocational programs.  Look at what dishes can be cooked and serve those without distinguishing one group from another. Have some students work together to build something that can be presented to the community. Inclusion comes from the acceptance we have of one another. The way to break down some of those barriers is to highlight what can be done as opposed to how individuals are seen. By starting within our schools and programs, we can develop acceptance which can then be modeled for the world outside of our school walls!

Stomp and Score Sequence

Set up:


Stomp and Score Sequence

Both a team and partner target activity using cannon launchers to earn alphabet cards to place them in sequential order!

Stomp & Score Sequence is both a team and partner target activity using cannon launchers to earn alphabet cards to place them in sequential order. This activity can add math or literacy to your P.E. lesson.

SHAPE standards: P.E. Standards 1, 2, 4



Before students arrive set up all the targets (hula hoops, poly spots and round goals within the 10’ volleyball court lines (or in the center area of the gym). Based on the age and ability level of your students, decide on a distance and set up 6 cannon launchers with cubes on each side of the gym. Younger students should be about 10’ away, and you can increase the distance for older students. Use your best judgement. Behind each set of launchers lay down a floor tape line (length depends on the number of cards in your sequence). Place a cone at the front of the line where the students should start the sequence. Next to the cone, place a bucket with all necessary cards.

Sequence of events:

  • Divide the students into two teams and send them to a side of the gym. Within each team, students will need partners. Each set of partners should sit by 1 cannon launcher.
  • Partners will take turns launching the cube from the cannon launcher. The person who launches the cube, must retrieve it and put it back into the launcher for their partner.
  • If a cube lands on a target, the student who launched the cube will go to their team’s bucket and collect the correct number of cards:
  • Hula hoop = 1 card
  • 19” poly spot = 2 cards
  • Round goal = 3 cards
  • Once the cards are collected, the student will place the card(s) on the floor tape line in sequential order.
  • The first team to place all ABC cards in sequential order wins.
  • If time allows, reset the game and play again.


Rules and safety:

  • Students will be moving in various directions. Remind students to be aware of their surroundings.
  • Students may only touch their cube.
  • There is no defense or interfering with another cube.
  • If a student recognizes that a card is out of order, they MAY fix it for their team.


  • Use any sequence variation:
  • Numbers
  • Site Words (alphabetical order)
  • Math Flash Cards (sequence by total, product, etc.)
  • Place a bucket of cards in the center. The team that can collect the most cards AND have them in sequential order wins.
  • Use different skills to earn cards:
  • Rolling
  • Underhand Throwing

A-Z Bowling


A-Z Bowling

Earn letters by knocking down your pin!

Grades: K-5



  • Scatter hoops around the gym space, all over the floor.
  • In each hoop put one letter and one weighted pin. Put the same letter outside of the hoop about 6 feet away. 
  • Students need to be in pairs and they need a scorecard, pencil and 1 ball to roll.

K-1 Version:

Each duo needs an alphabet card.

Go in order on the card.

For example, you and your partner have the letter N.  Go find the N spot, one partner rolls the ball and tries to knock down the pin.  If you knock it down, you get to earn the letter.  Check it off on your sheet and then set the pin up for the next group.  Go to the next letter O.  The other partner attempts the roll.  Keep attempting the rolls until you are successful.  Or you can play that both partners have to roll and knock it down to earn the letter. 


2-5 Version:


Same as above, but now you give the student pairs spelling words to spell.  They have to go in order of the word they have to spell.  The words are in the upside down roundnet goals. 

For example, if you have have the word PLAY.  Go to the P, roll the ball, earn it.  Then go to the L, earn it, and so on.

You can also earn skill points in this version. 

1 points if your ball stays in the hoop

2 points if your ball knocks down the pin

3 points if your ball knocks down the pin and it stays in the hoop.


2-5 Version with Scoring:

You make up your own words and try to earn points. Use the scrabble scoring guide.

FlipZ Super Skills

Set up:


FlipZ Super Skills

Students work on hand eye coordination and catching skills alone and with a partner!

For students to work on hand eye coordination and catching skills alone and with a partner.

3rd – 8th Grade


Have students gather around in a large circle. In the center demonstrate each skill prior to students attempting them.


  • Toss the FlipZ in the air making it rotate over itself at least once and catch it with the same hand.
  • Toss the FlipZ in the air making it rotate over itself at least once and catch it with the opposite hand.
  • Start with the FlipZ in your hand with one color on the bottom. Toss the FlipZ in the air making it rotate at least once attempting to catch it with the opposite color on bottom( catch with either one hand or two)
  • Start with one Tuffskin ball and a FlipZ. Toss the ball up with one hand and hit it back up into the air with the FlipZ once and catch with your hand. Progressive hits and then catch 1,2,3,4 etc
  • Start with one Tuffskin ball and a FlipZ. Toss the ball up with one hand and hit the ball back up into the air and then change the color on top of the FlipZ and hit the ball into the air a second time and then catch it with one hand. Progressive hits/flips 2,3,4 etc.
  • Start with one Tuffskin ball and a FlipZ. Toss the ball into the air and catch the ball using the FlipZ (use 1 or 2 hands to hold FlipZ) Ball must go above your head and cannot touch your body or hands to assist in catching.
  • Start with one Tuffskin ball and a FlipZ. Start with the ball on top of one side of the FlipZ. Toss the ball up in the air using 1 or 2 hands, turn the FlipZ over and catch ball on top.
  • Toss Tuffskin ball up into the air and pass FlipZ around your back and catch ball on FlipZ
  • Place FlipZ on ground in front of you. Toss ball into the air. While ball is in the air pickup FlipZ and catch the ball on top after one bounce.
  • Place FlipZ on the ground behind you. Toss ball into the air. While ball is in the air turn around and pick up FlipZ and catch the ball on top after one bounce.


  • Stand 8-10 feet across from your partner. Toss FlipZ to partner and have them catch using one hand ( two hands if needed)
  • Toss FlipZ to partner and call which hand to catch it with as you toss it
  • Hold FlipZ horizontally in your hands so it can roll off towards your partner and be flat as it approaches them. Toss FlipZ to your partner and call out which color to have their hand on when they catch it. Catch with one hand.
  • Stand back to back with your partner. One partner will start with the FlipZ in their hand. Partner A with the FlipZ will toss the FlipZ backwards over their head. Partner B will need to react and catch the FlipZ before it touches the ground using 1 or 2 hands. Students should call out “Ready?” “Yes”
  • Each partner starts with their own FlipZ. Toss FlipZ to one another at the same time and catch using one hand. (two hands if needed)
  • Each partner starts with their own FlipZ. One partner has a ball to start with. Toss ball to partner who will catch the ball on their FlipZ. Take turns tossing and catching. See how many catches you can make in a row together.
  • Each partner starts with their own FlipZ and one partner has a ball to start with. Partner A will toss the ball towards their partner. Partner B will hit the ball back to Partner A using their FlipZ who will catch the ball using their free hand. Progressive hits and catches 1,2,3,4, etc. See how many hits in a row you and your partner can make with catching the ball.
  • Repeat step 7 but after each hit students must flip over their FlipZ so the opposite color is on top. Start with one hit and catch and then progress to more.
  • Each partner starts with their own FlipZ and a ball. Partners need to toss their ball to their partner and each must catch their partners ball on their FlipZ. Both must catch to succeed.
  • Stand back to back with your partner each starting with a FlipZ. Partner A starts with a ball in their hand. Partner will toss the ball backwards over their head and Partner B must try and catch it on their FlipZ. Take turns tossing and catching. See how many catches in a row you and your partner can make. Allow a bounce for modifications of needed.

Tic Tac Throw

Set up:


Tic Tac Throw

Create a Tic-Tac-Toe while working on throwing and catching!



  • Spread jumbo colored spots with footballs on top along half-court line
  • On one endline place colored cones directly across from spots/balls
  • Students are placed into groups of 3-4 and stand behind cones facing spots/footballs
  • On opposite endline create three grids using floor tape or small poly spots (one grid for every two teams)
  • Place colored bean bags inside of bucket against the wall and behind grid (two buckets for each grid)

How To Play:

  • On signal the first Ss runs to jumbo spot, picks up ball and throws to 2nd Ss in line.
  • If ball is caught, the thrower places ball down on spot and runs down to their grid and grabs 1 bean bag out of their bucket and strategically places on grid and runs back to end of line
  • Catcher than becomes thrower and throws the ball to the next Ss in line.
  • If the ball is NOT caught, the thrower places ball down on spot and runs to end of line (they do NOT run and place a bean bag down) and next Ss in line becomes the thrower.
  • When all bean bags are down but there is no Tic Tac Toe yet, the next Ss in line will pick up one of their own bean bags and move it onto an empty square on grid.  They may NOT move their opponents beanbag.
  • Play continues until a Tic Tac Toe is made. 
    When one team wins, all bean bags are returned to bucket and a new game is started.
  • Play for a given amount of time and then rotate teams so they are playing against different opponents.
  • When throwing Ss must have at least one foot on the spot.