6 minute read
MIDDLE SCHOOL MATTERS
a must-read book for middle-level administrators
BUILDING EQUITY: POLICIES AND PRACTICES TO EMPOWER ALL LEARNERS by Dominique Smith, Nancy Frey, Ian Pumpian, & Douglas Fisher book reviewed by Zana Vincent
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What do parents and students expect from their schools? They expect a fair shot. That is what the authors of Building Equity describe as they explore fair as being not just equal but equitable.
Colleagues from San Diego’s innovative Health Sciences High & Middle College, which houses students in grades 6–12, the authors imagined a school where “the student body truly represents the diversity of human experience...the culture, educational program, and support services are informed by and sensitive to the student body’s social and emotional needs...all doors are open to opportunities to engage each student in challenging learning experiences...instructional excellence is the norm...[and] the student body is motivated and supported to discover their passions...” (p. 3) With those ideas in mind, the authors developed a Building Equity Taxonomy (BET) with the five following levels:
PHYSICAL INTEGRATION SOCIAL-EMOTIONAL ENGAGEMENT JUST IN TIME SUPPORTS INSTRUCTIONAL EXCELLENCE ENGAGED AND INSPIRED LEARNERS
Each chapter provides a deeper investigation into each of the five tenets with examples, look fors, and suggestions for implementation. The BET also comes with a set of aligned data-collecting tools. The tools focus on the equitable practices and outcomes that support the critical equity standards vital to equity in districts and schools. In addition to the BET, a version of the tools is available for both staff and students.
The information presented in each chapter is well organized and provides samples from research as well as teacher-based examples. As I reflect on the value of the information presented, it made one consider the complexity of the multiple aspects of equity while providing a path for the journey. The journey opens the opportunity for in-depth discussions from multiple partners and a clearly defined opportunity for assessing progress.
SENSORY ROOMS
by Jeffrey Williams
Garaway Local School District recognizes that not all students learn at the same pace. We know that each student is an individual and has multiple pathways to learning. We know that not every student is able to sit still for an extended period of time, and we recognize that not every student is able to deal with loud noises, environmental stimuli, or anything else that may act as a trigger for them to showcase behaviors not conducive to the learning environment. For this reason, we spent our 2017 summer break creating sensory rooms in two of our four elementaries (Miller Avenue and Baltic) for these students.
Curtis Fisher, the principal at Miller Avenue Elementary, said that Garaway prides itself on putting students first. “At Garaway, all students matter and are loved. Garaway is committed to meeting the needs of each and every student. A sensory room added to our existing accommodations is the best way to do that. We have the confidence and preparedness to know that any new student who comes to Garaway will be in the best of care.” The conversation regarding sensory rooms began in the spring of 2017 and grew from there with the assistance of our occupational therapist, Brandi Regula, who contributed her expertise to the project. “Self-regulation is something that many individuals are able to do automatically, unconsciously, and on a daily basis. Whether you are driving to work, teaching a class, or attending those long work meetings, you are continuously regulating your sensory processing needs in order to remain calm, sustain attention to task, and meet the demands of that moment. Your bodies naturally take in sensory input (taste, touch, sight, sound, etc.) from your environment, organize them, and typically create an appropriate response. “For some students, their bodies are unable to naturally regulate their sensory processing needs. When they take in sensory information from their school environment, their bodies are unable to organize the sensory input they are receiving making them appear tired, bored, frustrated, or overwhelmed. Having access to a sensory room, along with an appropriate ‘sensory diet’ established by an occupational therapist or certified occupational therapy assistant, can assist students in staying organized, focused, and ready to meet the demands of the classroom.” Regula added that the rooms at Miller Avenue and Baltic have developed nicely. “Throughout the summer and the start of the 2017–2018 school year, it has been a pleasure working with the Garaway Local School District in developing sensory rooms for both Miller Avenue Elementary and Baltic Elementary. Both Mr. Williams and Mr. Fisher were very open and willing to entertain ideas regarding appropriate equipment and materials needed for their sensory rooms. The staff at both buildings were very accommodating and worked hard to assist in putting together equipment as well as organizing the sensory room. It was great to work with so many team members who had one goal in mind, which was to provide another resource that would allow students to be successful within their school environment. What is even more fulfilling about the rooms is that both buildings were able to utilize donations and grant money to fund their rooms, showcasing the tremendous organizations in our area. The Rainbow Connection provided money through a grant to provide many of the items while local church New Pointe also donated money to the cause at Miller Avenue. Money used from a Baltic
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The equipment includes everything from tumbling mats to mini-trampolines to therapy balls and weighted balls. There are swings and sand tables to go with large foam blocks and gel-pad elements. Students can use putty or work with pop tubes. They can walk on a balancing board or feel the comfort of a weighted blanket. They can chill in the AquaGlow Jellyfish Hideaway or crash into padded mats.
And the rooms have been used often this year to help students in need of sensory breaks. The teachers and instructional aides have received training from Mrs. Regula, and the students know that they are going to the room to decompress and get a break but they also realize that their ultimate goal is to get back into the classroom.
By taking a student to the sensory room, we are not simply saying, “Stay here and play,” we are utilizing everything we have to calm the student and to get them to the place where they can function with their peers in the regular classroom.
Curious about how others view your job performance? Need a little guidance in your professional growth? What are your #goals? Don’t worry. We can help you answer those questions.
About the Author
Jeffrey Williams is principal at Ragersville and Baltic Elementary Schools, K–6 grade buildings in the Garaway Local School District. Jeff graduated from Ohio University with a degree in journalism in 1998 and was a newspaper reporter for 10 years prior to teaching. He enjoys coaching, writing, and spending time with his wife, Tennille, and his daughter, Grace.
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