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As test results demonstrate, we continue to have an issue with reading levels and literacy in the US. The pandemic created issues for many as the directed instruction which is typically given in the early grades was relegated to virtual learning. There is a difference at the early ages in how virtual instruction is cognitively processed. Hence, key time for the foundation for practicing reading skills was lost. How can we start to regain some of what we lost in reading and literacy skills for our individuals and how might that translate into supporting other students as well?

The first step is to make sure that our youngest students are getting the proper education in literacy and reading skills. The Science of Reading helps many of our students understand words through building upon their phonemic awareness and moving them into extended reading practice. For some of our individuals though, this can be a difficult process to grasp. One of the activities that can enhance this learning is to utilize things like magnetic letters with magnetic dry-erase boards. I am specifically stating that the boards should be dual-purpose for several reasons. First, the boards can be used in any classroom setting. This allows any purchase then to be utilized daily by many students. Second, for those individuals with whom we will be working on writing skills, they can use the boards as a transition from placing and tracing the letters on the board to using those letters as a model when they begin to write the letters themselves. Other manipulative letters are also good.  For example, the SiliShapes Trace Alphabet letters have a tracing pattern which can be followed by a fingertip. Alphabet blocks are also good to use, but you want to be careful if you use plastic or wooden blocks as those can easily be thrown.

Two products that actually can be used for the purpose of literacy development as well as integration into many other classroom settings are Alphabet Pebbles and BRAINballs. Both are manipulatives which can also be used for purposes well beyond identifying letters and putting words together. Those of you who have heard me speak about the Pebbles or who have watched the Talkin’ Tech video on them know that they can be used anywhere in a K12 environment and maybe even beyond. I also like BRAINballs as they were originally designed for use in Physical Education classes to enhance both movement and literacy development. These can also be used on a playground. Activities that encourage the students to move around add an additional level of understanding and allow students to have more freedom of movement.

For our students with reading issues who are a little bit older or our individuals who are dyslexic, we want to move into the idea of using text-to-speech devices and software. One of the things that we need to be cautious of is the assumption that our handheld device is always going to be sufficient for capturing text-to-speech. I have heard groups state that the cell phone or iPad would be enough for creating text-to-speech pathways. Here is where that information is incomplete. First, the student must be able to use that device and not have it detract from their work with other apps or uses. Second, the student must be able to easily access the text. Having to hold the device at a certain height or angle is not always easy to do. Third, how is the information being read. If a student is using earbuds, is there a certainty that they are listening to the text and not something else? For some of our students, these devices might be fine. We know that there is no one-size-fits-all solution though. That is where reader pens come into play.

When thinking about what reader pens one should use, please stay with the brands that have been researched and tested in classrooms. If you were to simply go onto a service like Amazon, there are a lot of “reader pens” out there. People will comment about how they can be found for under $100.  What they don’t realize is that many of those less expensive pens are either cheap knockoffs or use older technologies resulting in inconsistencies in the reading back to the individuals. There are only three manufacturers that I trust in the market and those are C-Pen, ScanMarker, and OrCam. C-Pen is the longest standing and the most researched in the field and has become the Gold Standard. Their current version, the Reader2 is used globally and they are about to launch the Reader3 over the next few months. The research around this product continues to demonstrate high levels of student success in multiple classes including Math when it comes to story problems.  ScanMarker has come into the picture with two strong versions. First is the ScanMarker Reader which is a platform which has the users utilize a web-based platform where the text appears, can be adjusted into more user-friendly fonts, and can be read through the computer. The ScanMarker Pro has a touchscreen interface, Bluetooth earbud connections, and translation built into it as a stand-alone device. Finally, OrCam has just released the Read 5 which has amazing AI capabilities.

I know that some districts have received complaints that using devices like these or even software like Text-Aid. It seems that groups who do not understand the needs of our individuals claim using technologies like this is “cheating.” It is in no way cheating. Other students do not have difficulties reading texts or documents. Students with reading issues or dyslexia do have difficulties and need support. By not allowing those students with diagnosed conditions to use these devices or software, one is actually breaking Federal law. Plus, students using these devices can remain with their peers in class, not standing out as “different.” They also no longer require someone to be a “reader” which also pulls them out of a classroom setting and costs the school additional money. I have also seen some of the above-listed reader pens purchased as class sets with the intention of giving all students an opportunity to use them. It has been described that after a hard day at school and an extracurricular practice or event, the usage of a reader pen can make reading easier to access and understand, allowing the student to complete their work in a less stressful manner.

Literacy support and development must be a priority for all students. By utilizing the approaches we know work, along with the tools which best support the students and their needs, we can help create a generation of life-long learners who do not shy away from reading because it is not accessible to them.

I am more than happy to discuss your approaches and any questions you might have with you.  Feel free to reach out to me at rheipp@schoolhealth.com and let’s connect!

As I write this piece, our schools have just encountered another tragedy. Our thoughts go out to all the families in Georgia who have been affected by this event. This event can trigger many feelings and emotional outbursts from anyone. Because of the weight of this tragedy, we need to remember the importance of preparation to support our students after any trauma. Our Neuro-diverse individuals may find it difficult to process events like this. We must understand how we can be proactive as well as react positively to these individuals.

How can we be proactive? Many administrators and teachers may focus on emergency drills. Aside from the drills we see across the country, we are also seeing active shooter drills. These have their place currently. However, there is more that can be done with the thinking of our students as well when it comes to the follow-up. One of the programs that is research-based is the Hopeful Minds program. This program focuses first on the knowledge that hope is an action. The action around hope is to learn practical life skills like goal setting, organization, and habits that increase both physical and mental health. The idea behind using this program is two-fold. First, it assists an individual in developing life skills which can be applied to all aspects of life. We use goal-setting and healthy habits each day in our lives. Yet, these skills are not always presented in anything more than another lesson for the day. Second, it helps create a better sense of awareness within individuals so that when a tragedy like this occurs, they are better able to cope with it and move forward.

We know that this program works with our Neuro-typical population, and even see it being translated into support for larger groups like cities and workplaces. As for our Neuro-diverse population, it also works. I am fortunate to have had the opportunity to speak with Kathryn Goetzke, who is the developer of this program and has brought it to groups globally over the last decade. As we looked at how the program is constructed, we saw many activities that were appropriate and accessible for our individuals. When we look at Kathryn’s core areas which fall under the acronym SHINE; stress skills, healthy happiness habits, inspired actions, nourishing networks, and eliminating challenges, we see the basis for life skills that our students need. By taking the time to include lessons and work with these activities, we can create another layer towards independence and self-sufficiency. We want to setup all individuals with life skills that can provide confidence and resiliency. Resiliency is important here as there is another way of addressing our overall faculty concerns as well.

Here in early September, we also reflect on the events of 9/11. I can vividly remember sitting in my office and having one of my department chairs enter as school announcements were on. He mentioned that he had just heard that a plane had crashed into one of the Twin Towers in New York. We chatted for a moment when the news broke about the second plane. It was just a few moments later when my Assistant Principal came into the office and let me know that the Cleveland Police called to let him know to lock down our campus.

This event created significant trauma for many throughout the country. I remember the shock of learning that one of my high school classmates lost his life that day and had to temper my own feelings. A few weeks later when I was asked to speak at our alma mater during a memorial for him. The message was one of resilience and actionable hope. Little did I know at the time that studies were occurring which looked at both the trauma events like 9/11 and school violence creating what would lead to potential support programs down the road.

I purposely used the term resilience above. Longitudinal studies by the FBI have shown that lack of resilience is the leading cause of violent outbursts, especially shootings, in schools. There is a pervasive sense of hopelessness that overcomes some individuals that leads them to thinking in horrendous ways. Those same studies also report that these incidences are not something which occur randomly. The students who perpetrate these tragedies have given off signals for one to two years prior to the event. These signals are either ignored by those who can pick them up or not followed up upon with potential support plans for that student. These signals should be viewed as cries for help, and we want to be there to support. Simply introducing the campus or building to active shooter drills does not get down to the cause of the issue.

One more thing that you want to consider is how you speak with your individuals after a tragedy like this. Focusing on how they feel and why is important for their well-being. We want to acknowledge their feelings as valid, while we are working on how they can address those feelings in positive manners. Making sure to being open and not minimizing their feelings are critical approaches to their support. Don’t be afraid to utilize sensory products while they are processing and train the behavior that certain products can be used whenever they have similar feelings. Using a sensory product that is socially appropriate can train a behavior that can last a lifetime and is a reminder of how to deal with certain feelings in a positive manner.

Should you have any questions on these products or approaches, feel free to reach out to me at rheipp@schoolhealth.com. Our support of each other strengthens our ability to help our individuals in creating some self-sufficient practices that can last well beyond their days in school.

Planning for the first week of school can be tricky. Should you focus on making the classroom fun and engaging with games and activities, or should you dedicate the time to covering, practicing, and reinforcing rules, routines, and procedures? Striking a balance between these approaches can help you build a positive and effective classroom culture.

Here are some tips and tricks you can use when planning the first week of school.

Build Relationships

Establish a connection by greeting students at the door. This could include high-fives, smiles, hugs, and even handshakes. Making positive first impressions is essential when building rapport with your students. Create a video or use personal pictures of your summer activities.

Establish Routines

When creating classroom routines, use different visuals to help your students practice routines together. Take pictures or videos demonstrating the correct way to complete the routine. This helps reinforce consistency, and students can see the routine in action. Develop and stick to routines for starting and ending class, transitioning between activities, and managing equipment. Routines help students know what to expect and reduce downtime.

• Organize Students

Using floor tape can help organize and manage your classroom space. Create shapes on the floor to help organize students into spaces where they will sit during instruction. Draw arrows with floor tape to help students visualize how to enter and exit the gym.

• Consistent Modeling

Modeling positive behaviors to help all learners understand can help establish expectation boundaries. For example, demonstrate how to enter and exit the classroom, then have students practice entering and exiting the classroom. If your students are not able to practice the correct way, continue modeling, giving feedback, and practicing until they are successful.

• Start and Stop Mechanism

Find a consistent way to introduce when to start and stop an activity. This can include a specific signal for students to see and hear that a transition is happening. Using a signal will help the flow of your lesson, especially when students receive equipment and put away equipment.

• Offer Positive Praise

Provide students with positive praise sincerely for their efforts and accomplishments, as this can improve their behavior and academic performance. One strategy you can try is the 10-2 strategy, where you identify 10 students in each class and spend 2 minutes throughout class time getting to know your students by asking them a relatable question.

• Power 4 Reset

Refocus the class using a Power 4 Reset for one minute to do deep breathing with the entire class. Instruct all students to be quiet and not active and focus on their breathing. Work on inhaling for four seconds, holding their breath for four seconds, and exhaling for four seconds to help everyone reset.

• Inclusive for all students

To set a positive tone in your PE class, engage all students by planning inclusive and differentiated activities. Plan activities to last only 2-3 minutes to help ensure that every student can participate and feel safe in the environment. Keep students active and interested with diverse activities tailored to various skill levels and interests, as this helps prevent boredom and reduces disruptive behavior.

Reflect and Adjust

Reflect on your classroom management practices regularly and be open to adjusting. Seek feedback from colleagues, students, and mentors to improve your approach continuously.

Maintaining consistent routines, modeling behavior, and building strong relationships are crucial for enhancing student engagement and focus throughout the school year. Establishing clear routines and cues from the beginning helps support a stable environment for months to come. 

Access Angle: Return to School: Tips for Supporting Students with Disabilities

By: Gabriel Ryan, School Health Blog Writer and Contributor 

As the summer winds down and a new school year begins, students with disabilities often face unique challenges as they transition back to school. The break and change in routine can sometimes be difficult to reintegrate back into the classroom and school environment. Here are a few ideas and strategies, educators, parents, and caregivers can consider to help make this transition more smooth and set students up for success.

1. Routine and Structure

Consistency is key for many students with disabilities. Try to maintain some level of routine and structure during the time the student is on break and not in the classroom. Reintroducing these upcoming expected school routines before school starts can help ease the transition. This might include revisiting school day schedules, bedtime, and daily routines.

2. Prepare for Changes

Prepare the student if there are going to be any changes in the school environment, such as a new campus, classroom, teacher, route to school, expectations in the order of events, etc. If possible, arrange a visit to the new environment, meet the staff ahead of time, or provide information about what to expect in a manor the student understands. Consider supplies and materials and what adaptations to those materials might be needed (i.e., larger grip items or access to special items for both home and school). This can greatly reduce anxiety and increase comfort.

3. Communicate Regularly

Establish communication between home and school. Regular updates from teachers about classroom activities and any potential issues can help parents and caregivers prepare and support their children more effectively. Parents communicating information from home to the school staff about the students provides valuable insight for the service providers as they move through the school day. Encourage students to share their feelings and concerns as well.

4. Encourage Learning and Independence

Foster independence by helping students practice and develop self-management skills. This might involve creating checklists, using timers, or developing organizational strategies. Encourage students to take ownership of their routines and responsibilities, which can help build confidence.

5. Revisit IEPs and 504 Plans

Before the school year starts, take the time to review and update Individualized Education Programs (IEPs) and 504 Plans. Ensure that any changes in the student's needs or circumstances are reflected in these documents. Collaborate with the student’s educational team to make necessary adjustments to goals, accommodations, and supports.

6. Be Patient and Flexible

Every student’s transition will be unique, so it’s important to be patient and flexible. Adjustments and accommodations may be necessary as the school year progresses. Continuing to check in with all those who support the student as well as directly with the student, is so important throughout the year. Making changes along the way leads to better student success.

With a bit of preparation and communication, students with disabilities and those who support them will be off to a great start this school year! I’d love to hear what your best tips are. Please reach out to let us know!

Let us know: Did you find this article interesting? Would you like to read more of these type of articles? Do you have a topic you would like to see highlighted? Contact me through email, Gabe Ryan gryan@scoolhealth.com. I’d love to know how you’ve use information from the School Health Access Angle segments.

We have come a long way in knowing how to create accessible and inclusive classrooms. I remember almost 40 years ago setting up my classroom and thinking that it was going to meet the needs of all my students. I was teaching high school Latin at the time, so I decorated my walls with posters of famous Roman architecture like the Colosseum and Circus Maximus. I also had pennants from the high school and my undergraduate alma mater, the University of Dallas along with a shirt commemorating UDs initial claim to fame – an 87-game losing streak in men’s basketball. Other than that, the room had its desks all in rows and a cabinet in the front by my teacher’s desk. It was quite Spartan (I know that is Greek and not Roman), but that was how high school classrooms were supposed to be, functional with the focus on what was written on the chalkboard.

Please do not use my thoughts from 40 years ago when you prepare your classrooms here in 2024! The first thing you may wish to consider is the “flow” of the room. Are you going to be using tables rather than desks? If you are using desks, how are they going to be arranged? Research suggests that by putting student desks in a pod, it allows you to shift the arrangement of the desks based on the activity and the needs of all the students (Ibiloye, 2021). Understanding students’ individual needs as well as the tasks being asked of them helps to decide daily which arrangement may be best (Tobia, et al, 2020). Tables are good for creative activities or group work as well as fitting perfectly into the way we present information to our individuals. Don’t forget to have some alternative forms of seating that the students can select for activities as well! Having an exercise ball chair, a wobble chair, cushions, pillows, bean bag chairs, and even lawn chairs, can give students a break from the sensation of a standard plastic or wooden chair, allowing them to focus on their work rather than how uncomfortable they are.

Flow also refers to the ability to allow movement in the room. Is there enough space in your room to have the students move around and easily get to various stations you set up? Do you have room for any wheelchair users or students who may be using walkers to get around? Studies on the influence of movement on learning also suggest that having enough space where students can take movement breaks. Moderate movement, even something as simple as standing during a lesson, can increase focus and cognitive ability (Mehta, et al, 2016). This does not mean that every child needs a standing desk though. Remember that the critical piece of learning is putting each individual in a position where their abilities can function at a high level. So, do we need to invest in standing desks? One of our colleagues from CAST, Michelle Soriano, recently put forth a brilliant suggestion where she went down to the local thrift shop and bought an ironing board. She brought it to a classroom and put a thick piece of poster board on top of it. She then could let students use it when they wanted a “standing desk” as well as when they wanted a “floor desk” as the ironing board could easily shift its height. It could then be folded up and stored when not in use.

What about the walls? Remember that some of our individuals may have attention issues. Don’t create something overwhelming by having the room covered. Be purposeful in both areas for things like homework, calendars, reminder/learning charts (like letters and numbers), and celebration of their work. Reminder posters for things like washing hands, putting away materials, and positive classroom interactions are great as long as their placement makes sense. Putting a poster reminding them to wash their hands by the windows doesn’t make sense and can actually encourage them to look outside and lose attention. Be careful not to have too many colors and pictures as that can become overwhelming and create unwanted stimulation. Have fun with your room and decorate it to make it an inviting and positive learning environment. Just be careful not to overdo it and make it look like a party room.

Find a space in your room where you can have a “decompression area.” Put down some carpeting, bring in a Sensory Blackout Tent, or have some pillows and a beanbag chair separated from the rest of the room by a cabinet or even a shower curtain where students can go to calm themselves or take a brain break. Establish rules around how that can be used, when it can be used, and how to take turns in order to have it function most effectively. Don’t be afraid to use it yourself during lunch or right before the students arrive so you have your stress breaks as well!

If you can use modular seating or desk pods, consider how you might set those up into stations for different activities as well. I have had some teachers and administrators concerned that the students might have to move those desks or seats and I understand. Know though; by moving their own desks in a supervised format, they are actually getting some heavy work which can then add to their focus and attention as the next activity begins. Don’t make it too complicated and turn it into a game where everyone wins. Moving desks or chairs into new arrangements is another way of putting items where they belong based on the needs. This translates into daily activities like pushing their chairs in, separating clean and dirty clothes, putting food and milk away, and cleaning up after using the bathroom.

By thinking through how your classroom will flow into your lessons, you are setting yourself and your students up for a successful year. You are adding a level or organization and purpose into any changes you make during the day, increasing their tolerance to change. You are also creating shifts in the environment while making this part of their routine (e.g. my desk belongs over against that wall for writing time and over in the middle for math). Although you may make those shifts the daily routine, these are still environmental changes. They are also adding in movement to these shifts and the view of different areas of your room. The subtlety of change may have long-lasting positive effects beyond your classroom as they have to learn to navigate the world beyond the classroom walls.

Over the next few blogs, I am going to be building upon ideas around movement, accessibility, and engagement so that we can continue to help our students adjust to the world they encounter outside of your classroom and positive guidance. As always, if you have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.

May the 2024-25 School Year be your best one ever!

August is Sun Safety Month. As summer sports continue to heat up, so does the risk of sunburn, heat stroke, and dehydration. For your athletes, especially those spending hours training and competing outdoors, understanding sun safety isn't just a health precaution—it's a game-changer. The following are some tips to keep in mind as the heat hits its peak.

• Know the Signs: Some symptoms of heat exhaustion include dizziness, nausea, vomiting, extreme sweating, and a rapid heartbeat. When athletes experience any of these, it’s advised for them to take a break away from the sun to cool off and prioritize rest. Rubbermaid Cool Down Tubs and the Polar Life Pods are both reliable options for instant and effective heat relief.
• Hydration is Key: According to the American Heart Association, every pound of sweat you lose, is equal to a pint of water than needs to be replenished. Encouraging your athletes to drink water before, during, and after exercise (even if they are not thirsty), can make all the difference in preventing dehydration. Our selection of hydration must-haves include Gatorade High School Performance Packages, InFlow Generation 2, and more.
• UV Protection: Keeping your athletic training room stocked with sunscreen at all times is also beneficial. When outdoor athletes regularly apply sunscreen, it allows them to stay active and focused without the discomfort and dangers of sun exposure. Our Coppertone Sport Sunscreen retains SPF after 80 minutes of activity in the water or sweating!
• Timing is Crucial: The hottest outdoor hours are known to be between noon and 3pm. Taking extra precautions for your athletes is extremely important during this time frame. The Kestrel 5400 Heat Stress Tracker is your all-in-one solution for measuring heat stress index and humidity, ensuring your athletes are performing in safe environmental conditions.

Throughout Sun Safety Month and beyond, you can count on School Health for everything athlete safety and health. As your one-stop partner for Sports Medicine, we’ve got you covered.

Access Angle: Top 5 Strategies for Increasing Accessibility in Presentations

By: Gabriel Ryan, School Health Blog Writer and Contributor

How do I increase accessibility in presentations you ask?

Keeping some considerations in mind when developing your next presentation will enable even more participants to access the content you are sharing. Several computer programs have made it really easy to create presentations with lightning speed. It’s easy to get wrapped up in the colors, graphics, and animations. In an effort to ensure the widest access to participants with differing learning styles, consider these top 5 strategies.

1. Closed Captions for Multimedia Content: When including videos or audio clips in presentations, turn on the closed caption option. This option can also be turned on when hosting an online meeting.  Individuals who are deaf or hard of hearing, that are able to read, would potentially be able to access the material should an interpreter not be present. Closed captions also benefit those who may be viewing the presentation if they are in a noisy environment, not able to use their sound, or prefer to read along.
2. Fonts and Colors: Certain fonts are easier to read for individuals with visual impairments or dyslexia. Examples of fonts that you might try are Arial, Calibri, or Verdana. Color of text and background are also important. The computer lets us choose all the colors under the rainbow, however not everyone can see certain color combinations. For this reason, choose color combinations that are high contrast between the font and the background. Avoid conveying information using color alone, include descriptions or labels where possible.
3. Alt Text for Images and Graphics: Include descriptive alternative text (alt text) for all elements that are visual such as pictures, graphics, charts, etc. This helps to provide context for someone not able to clearly see the image or graphic. Alt text should briefly describe the image or graphic.
4. Minimize Large Blocks of Content: Structuring content with headings and bulleted lists improves organization and allows participants to see key points easier. Participants that use a screen reader can best access content when it includes the formal structure of headings and subheadings or numbered and bulleted lists. Limiting clutter of several animated or unnecessarily overlapping graphics helps to keep the focus on your content. Breaking the information down into smaller segments of content or splitting the information up across several slides makes for a better participant experience.
5. Learn, Practice, Ask: There are several software programs that include an accessibility tab, for example Microsoft Word and PowerPoint, both include accessibility checkers that provide suggestions on improving the accessibility of your page or presentation. A quick search online will land you on documents and YouTube videos with tutorials on how to format materials. There are even companies that, for a small fee, offer to edit your materials to ensure they meet the standard compliance requirements. Ask your participants for feedback on your materials to see if in fact they are accessible to the population you were trying to reach.

Learning how to make presentations and materials accessible takes time and practice. When you take the extra step to incorporate these considerations, it expands access and increases the possibility for participants with a variety of learning needs to benefit from the content presented.

“Accessibility allows us to tap into everyone’s potential.” ― Debra Ruh

Let us know: Did you find this article interesting? Would you like to read more of these types of articles? Do you have a topic you would like to see highlighted? Contact me, Gabe Ryan, through email: gryan@scoolhealth.com. I’d love to know how you’ve used the information from the School Health Access Angle segments.