A-LIST Spotlight: Intervention Specialist Sara Harris at Kettering Middle School

We are always looking for middle and high school teachers to add to our ALIST. We are so happy to add Sara Harris from Kettering Middle School! She has over 11 years of experience working as an intervention specialist and she has worked in junior high and high school programs that serve students with mild to intense needs. Today we are excited to share more about Sara and what makes her an A-LISTer!

Last year, Sara teamed up with our SLP, Carol Dittoe, to present “Autism Awareness, Advocacy, and Accountability”. Sara sat with one of her students to give us input from both a teacher’s and a student’s view.  We love the way Sara builds trusting relationships with her students. Sara and Carol will be presenting this topic as a facilitated discussion at OCALICONLINE 2023 in November.

To learn more about our OCALICON2023 Presentations, don't miss this post: 

Join Us at OCALICON 2023!

 

Sara has worked as a transition coordinator, and currently facilitates students transitioning from junior high to high school. She uses an at-a-glance form to provide the new team with important information. 

The student we featured in our presentation was nervous about transitioning to high school this fall. He asked his mom if he could visit “Harris” before going to high school. Sara has done such a nice job developing a supportive relationship with this student and was able to send him off with some encouraging words. 

 

In addition to working with us, Sara co-led the southwest Ohio MAP team that works with OCALI and Ohio Means Jobs, which helps families navigate through the transition process. Harris was the 2017 Project Excellence Teacher of the Year and served as a mentor teacher.

 

Sara works hard to provide visual supports and self-advocacy tools for her students. Below are some examples. She created cue cards for a student to let others know how he was feeling or what he needed. We love that she got his input on the pictures to use and what to call each card. She found a light that can be changed to different colors. This was a great tool for the student to communicate his emotional needs in a more subtle way. 

Sara uses proactive strategies to support her students such as a daily Zones check-in and clear classroom expectations.

We are so happy to have Sara as an example in building relationships, teaching self-advocacy, and facilitating self-determination for middle school and high school students. When we observe at Kettering Middle School we can see how much the students love her. We love her too! Thanks Sara!          

A-LIST Spotlight: Paraprofessional Michelle Hiegel at Miami East

Our team has had the pleasure of working with Michelle Hiegel at Miami East Local School District for several years and have been so impressed by her independence, consistent supports, and ability to advocate for her students and teach them to advocate for themselves. That is why we are so excited to feature Michelle in today's A-LIST Spotlight! Read below to learn more about Michelle and the supports she implements for her students.

My name is Michelle Hiegel. I am an Intervention Paraprofessional at Miami East LSD. I am currently pursuing my Masters at the University of Dayton studying Prek-5 Early Childhood Education with Dual Intervention Licensure. I am currently working in the K-8 building, with a focus this year in the Junior High with 7th and 8th-grade students. I assist with scribing for students with Dysgraphia and assist with "organizing their thoughts" as I like to call it. I do small group readings aloud for testing and instruction for ELA, as well as small group instruction or testing for Math. I assist in inclusion for American History and Science as well. I have had the pleasure of working alongside some of the most wonderful staff at Miami East. The ability to be flexible with learning styles, sensory needs, "reset/recharge" breaks, and social-emotional skills/communication has really helped myself and the students I work with be successful!

1.) Some students need a tangible gratification or reward for completing work, on time, and turning it in. I purchased a puzzle related to his interest, and we made a contract to agree on how he could earn his pieces daily. Each day that he completed AND turned in his work on time for class, he would receive ONE piece (math, science, ELA, History -4 total) he could earn in one day. I also explained to him that he could keep the puzzle once it was completed. He received an incentive almost every day, every class, and when he did not, I gave him the opportunity to earn it the next day by completing additional work (AR points not due yet, ALEX math assignments, etc.). This worked wonderfully!

2.) The zen garden gives kiddos that are a little older a creative outlet and a place to relax

3.) Understanding what we "do" physically and how it makes us "think" through it, helps students get a better grasp on what they "feel"! 

4.) These are the "react vs respond rules" for my room! I say them often and students also say them to themselves when we have conversations about our situations/emotions/reactions.

5.) I often talk about growth mindset with kids and how they may say something to themselves or about a teacher or friend, and this gives them an alternative response on how we can work through those challenging moments!

6.) This tool came from the SLP to assist in individualized goals for a student and to track the progress of how they have grown throughout the years. I really enjoy this! Especially when we discuss with the student THEIR perspective of themselves and their own goal! Self-awareness is awesome!

7.) Graphic Organizers are my BFF! :)

 

8.) I have a student who struggles with a planner...loathes the planner! So, with this smaller personalized planner page for the WEEK, they can keep track of all their assignments in ONE place, especially if it requires multiple days of work!

9.) A "quick reference" sheet for 8th-grade math I created so all the notes were compiled into one spot!

10.) Schedules EVERYWHERE! :) Especially on delay days!

11.) Sensory Tool Box to assist in the need of what we are "seeking", as well as the body sock for compression breaks!

A very special thank you to Michelle for sharing these fabulous supports with us and most importantly for the exceptional work she does each day with her students!

Super Star Schedules: Troubleshooting Common Student Schedule Concerns

Visual schedules can be an extremely effective support for students. They provide clear expectations and structure, reduce anxiety, and can help to facilitate transitions. However, at times a team may need to troubleshoot concerns that come up when implementing this tool to increase its effectiveness. Today's Super Star Schedules post will feature ideas we have seen in our districts for Troubleshooting Common Student Schedule Concerns. 

Concern #1: The student doesn't pay attention to the schedule.

It is important that the student is interacting with the schedule. If it is just posted on the wall or lost in a desk, the student may not connect with it.  Encourage the student to interact with the schedule regularly by having them move each picture into a “finished” area or put a check next to each event as it is completed.

VeraKaye Sowers
Northridge Elementary, Northridge

Dustin Krouse
Horace Mann Elementary, Springfield

Cynthia Resch
Learning Center-West, MCESC

Heidi Horner
Miami County ESC

Rachel Engle
Horace Mann, Springfield

Casey Morter

Mad River Preschool, Mad River

We have more examples of individual schedules in our previous posts:

Individual Schedules

More Individual Schedules

Even More Individual Schedules

Concern #2: The student struggles to transition.

If simply interacting with the schedule isn't enough, we often recommend implementing a location-based schedule where the student matches the card from their schedule to a visual in the corresponding location. 

Rylie Jarrett
Stevenson Elementary, Mad River

Brittany Wendling
Valley Elementary, Beavercreek

For more examples of location-based schedules check out our previous posts.

Location-Based Interactive Schedules

Steps for Implementing Location- Based Schedule

5 Step Implementation of a Location-Based Visual Schedule

Concern #3: There is a learning barrier.

If you have worked to teach the purpose of the schedule and the student still doesn't seem interested, there could be a learning barrier. For some students, the popular picture icons may not meet their individual needs. Some may need actual photographs, others may need the pictures blown up or may need to use objects. 

Makayla Barber
Mad River Preschool, Mad River

Jamie Minnish
Prass Elementary, Kettering

For students who visual impairments, you may need to use high-contrast icons or incorporate tactile icons with braille. 

Hayward Middle School, Springfield

Carla Bryant
Miamisburg

Concern #4: Lack of Motivation

Incorporate special interests or student choice to get their buy-in and make the schedule more interesting for them. We have even had teams sit down with the student to choose their own icons to create their schedule. 

Jackie Vollmer
Driscoll Elementary, Centerville

Maggie Brackman
Northwood Elementary, Northmont

Concern #5: The student travels to many environments around the school. 

Since a schedule provides security for the student, it is important that the student can access it at all times. Therefore, students who frequently transition outside of their main classroom may benefit from a portable schedule option. 

Jolene Allen
Brantwood Elementary, Mad River

Lindsey Woods
Fairborn Primary, Fairborn

Tim Cundiff
Greenville High School, Greenville

Ashley Watson
Madison Park Elementary, Trotwood

Heather Clark
Saville Elementary, Mad River

Rose Jepson
Northridge Elementary, Northridge

Megan Logano
Clark ESC

Alicia Barnishin
Cookson Elementary, Troy/Miami County ESC

Concern #6: Each student in the classroom has a different schedule

Creating individual schedules for every student in the classroom can make transitions easier because it increases their independence and staff doesn't have to memorize everyone's schedule and provide verbal prompts. This helps when there are multiple grade-levels in one room, if students transition in and out of the classroom for inclusion, or you use centers in the classroom. 

Rhonda Brunk
Trotwood ELC, Trotwood

Lauren Dickey
Indian Riffle Elementary, Kettering

Holly Smith
Nevin Coppock Elementary, Tipp City/Miami County ESC

 

Concern #7: The student has mastered the schedule. 

Even if you feel like the student knows the routine, a visual schedule is a tool that the student can fall back on during times of confusion, anxiety, or when there are changes. Rather than getting rid of this effective support, create an individual schedule that can grow with the student. Fade visual icons and provide schedules that can easily be tucked in a binder or folder.

Nichole Dunn
Miamisburg Middle School, Miamisburg

Vince Lintner
Miamisburg High School, Miamisburg

Cassandra Hebauf
Northmoor Elementary, Northmont

For more ideas on creating schedules for older students check out our previous posts

Written Schedules

Top 3 Tips for Creating Written Schedules for Older Students