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Goals and Objectives Part 2:The Tyranny of 80 Percent

11 Aug

 

I need to write this to get it out of my system, despite the fact that I have a mountain of tasks that need to be accomplished before Monday. A major portion of my task list revolves around IEP goals and objectives.

 

One of the amazing things I discovered when I wrote my blog post back in 2006* about IEP goals and objectives (which later became published as part of a collection of articles in book form) was the level of concern parents have about this topic. As teachers, we have to write them and are supposed to be tracking them, because it is the law and best practice. However it always seemed parents were more anxious to talk about placement rather than spend much time on goals and objectives. However that article continues to be the most read post I have ever published, getting almost 28,000 hits out of 350,000 all-time views, plus it is read at the TPGTA website as well as many liking and reading it in the book. The message is clear: parents are intensely interested in this topic. Therefore, we owe it to them as well as to ourselves as teachers to get it right.

 

To their credit, the folks I am currently working with have revised their goals and objectives to be much better and pretty much follow the guidelines that I set up in that article. They are actually the best goals I have ever seen written as a an entire school. They get it…sort of.

 

As I started looking at my caseload and preparing to track the goals, the shortcomings of the 80% criteria mastery became more and more glaring and disturbed me more and more. While the goals were better written and more measurable, it was going to be an absolutely oppressive task to decipher, measure and track all of these goals for literally hundreds of students. We need to do better.

 

Somewhere along the line, 80% became this mysteriously magical number. To be sure, it is better than 60, 70 or even 75%. But in real life, our tolerance for 80% is low to negligible.

 

What if your employer offered to pay you 80% of your agreed salary 80% of the time? Would you accept that?

What if your car only started 80% of the time? Would that be acceptable?

What if 1 out of every 5 planes crashed while taking off?

Do you feed your children 80% of the time?

Do you think the government is going to accept you paying your taxes 80% of the time?

Which appliances do you want to perform on demand 80% of the time?

In which store would you shop at where you have an 80% chance that the merchandise you bought will be what is inside the box?

 

The 80% criteria is the criterion of mediocrity. There ARE times when it may be appropriate but they are few and far between for most busy special education teachers. Even moreso for parents who might be responsible for tracking some of these things.

 

Here is a goal I saw today (Name changed, but I think it might have actually been an example for how to write a goal):

 

“ Given instruction Wilma will increase her words per minute (WPM) to 100 by the end of the school year” The criteria was 80%

 

That was the objective, and it is pretty straight forward. It fits the SMART definition: Specific, Measurable, Achievable, Relevant and Time limited. But there are still niggling problems.

 

Is she already reading 80 WPM? Is she going to read 100 words and miss 20% of them? Increasing reading rate is certainly a worthwhile goal. And if reading 100 WPM is worthwhile, why are we satisfied with 80% ? Why not 100%?

 

And this is where I have gotten LOT of resistance from colleagues, present and past. “100 PERCENT! OMG! **I** don’t do anything 100% of the time or with 100 percent accuracy! I would hate for anyone to expect me to be perfect 100% of the time!”

 

It is true that we are flawed human beings and prone to error. But when we take a plane, we expect to arrive at the correct terminal 100% of the time and have our luggage arrive at the same place 100% of the time. If it does not happen the way it is supposed to, we get mighty cranky and demand that things be fixed and made right.

 

While our students are as flawed as any of us, the assumption is that they are somehow more badly broken. Only a broken toaster would perform at 80%. Only a broken car would start 80% of the time. Only if we think a thing is broken and we have no intention of fixing it do we accept 80% as a criteria for performance. We need to change our thinking.

 

If the child is reading 80 WPM, and our goal is to get them reading at 100 WPM, then that needs to be the goal. And the criteria needs to be 100%. They either read 100 words correctly in a minute or they don’t. However, when we write the goals, we need to set proper conditions:

 

“Given one trial per day, Wilma will read 100 WPM for 3 consecutive days.” Criteria = 100%

 

Is Wilma expected to be perfect all the time? No. But given the deliberate and planned nature of a trial, I am pretty confident of her mastery if she can be perfect 3 times in a row. THAT, my friends, is a much better picture of true mastery. Yes, there will be the occasional plane crash, but most of the time, thankfully, things go exactly as planned. Sure, there are delays but the main goal is arriving at the destination. And even with how common delays are, we are not necessarily happy when they occur. So should it be with our goals and objectives.

 

While my thinking on goals is evolving, let’s try another goal:

“Given a weekly homework schedule, Fred will complete and hand in his work over 4 of 5 opportunities”

 

This goal is way better than most goals on the subject of handing in homework. Again, it is SMART. At least it does not have the onerous 80%, right?

 

Welll…it is actually not-so-cleverly couched within that criteria. It is a major improvement over “Handing in his homework on time with 80% accuracy” but it still has some brokenness and failure built into it. Why did we say 4 of 5? Why not just 5? Will Fred be capable of handing in 5 assignments over 5 opportunities this year or not? If he is, then why do we settle for 4? If he is not, then why are we making ourselves track 5 data points that he will never hit? Again, we need to strive for consistency in performance that indicates mastery. If we want him to turn in 4 assignments in a row over 4 days, then that should be the goal. And the expectation is that he will be able to hit 4 days in a row without a miss. “4 of 5” is actually like saying “3 in a row” because there is no possible way to hit 4 of 5 with being able to hit at least 3 consecutive times. It’s mathematically impossible. If you miss once, you are out after the second miss. This is why I often will truncate my objectives and do 3 consecutive trials with 100%.

 

So: Given a weekly homework schedule, Fred will complete and hand in his work, on time, 3 consecutive times” Criteria = 100%

 

Now this is a behavoral issue. Fred is a smart guy, and he will master this objective in the very first week as it is written, You grade his first 3 worksheets and they are turned in on time but they are all blank! Or he rushes through them and scores a 50. THIS is where the 80% can come into play:

“Given a weekly homework schedule, Fred will complete and hand in his work on time 3 times in a row scoring 80% or better. Criteria = 100%” If Fred has academic problems we might say 70%, but we are making sure he actually passes the work he turns in. He does not have to be perfect in the academics, but he DOES have to demonstrate mastery on the behavioral part. If he misses just once, we reset the clock, give some additional support, and try again. We can track academics in a separate goal.

 

“Trials” v “Opportunities”

Our students have many, many opportunities to read, write and complete tasks, but we are not going to track and measure each one. We are going to set specific conditions when we measure progress. This deliberate and planned setting of an antecedent gives rise to a trial, which demands a response or behavior. This is the most fundamental component of instruction. We give a cue, they respond and we give feedback in the form of comments, a grade or even a reward. We certainly want our kids to generalize across settings, and this should happen once the task is mastered. We plan to test and teach Wilma to read 100 WPM, and we want this to carry over to when she reads social studies or science. But she has to master the target under the best of conditions before we go into other areas. A trial optimizes those conditions. An “opportunity” simply looks more haphazard. Most teachers use “opportunities” when they mean “trials”. Say what you mean, and mean what you say. With the huge number of goals a teacher has to manage with a caseload of 26 students, we can not afford to be haphazard. And since someone else might end up tracking the objective or goal you are writing, it is simply more humane to make the goals as easily trackable as possible. We need to stop abusing our colleagues with poorly written goals that require a math degree and several hours to track.

 

Let me give one more reason to make our goals easier. They need to be understood by parents and the students. Unless you are prepared to make a graph, you need to shy away from partial and broken goals. Almost 90% of my students struggle with math, and parents and and special educators do not vary substantially from that. Otherwise we would all be math teachers! Everyone understands 100% mastery and know it when they see it. This is especially true for behavioral goals but is just as true for many academic goals. Stick with making the goals more simple and achievable. Almost any goal can be manipulated into a 100% mastery criteria. Any parent will be able to understand and know when it is achieved and so will most students. Many of my students are gamers and they have a better understanding of striving for mastery than many adults. They understand the concept of questing and mastering a series of objectives is a sort of quest. We set our kids on it and when they complete one quest, we give them a new, more challenging one. But if they don’t understand the quest or know when it is completed, they quickly lose interest in the game.

 

So when is 80% or its fractional equivalent (4 of 5 or 8 of 10) appropriate? When we are doing something where we are willing to make a graph and when we can track larger arrays during our trials. Math achievement is a good example, where there is an array of 10 or more problems. The larger the array of measured trials, the more a percentage is appropriate. In the case of math, each problem represents a trial. Some behavioral goals where you are using time sampling or event recording and have over 10 data points lend themselves to using a percentage or fraction of a large total. The larger the sample, the more appropriate it is to use a percentage. But in that case, you still need to think about your marriage to 80% mastery. Percentages lend themselves nicely to automated collection systems, like computer-graded tests. If a computer is not doing the collecting and scoring, you are making your life miserable by living within a percentage,

 

One more thing about goals: Less is more. I have some students with over 20 objectives. If I have a caseload of 25 students (it’s actually 26), that means I am trying to track over 500 separate pieces of data! I can be either complete or accurate, but it is inhumane to expect both. It is simply impractical to devote the attention that each goal requires if I have to manually enter, manage and track individual trials and then decide if we are at 80%. It’s far easier to look for “3 in a row” or however many and mark that quest as complete as we go. Especially if I can keep it down to 100 or less.

 

When potty training our children, our goal is 100% . Accidents can and do happen, but that is the exception not the rule. We start out wanting Freddy to be dry an entire day, then 2 days in a row. Not for 2 days at 80%. Two days. Period. Then 3 days and so on until his diaper is dry for an entire week. Every parent nows that at that point, he is “getting it.” Then we move up to pull-ups and eventually his “big boy underwear”. We support him at every stage, striving for more and better consistency. Are we demanding that little Freddy be perfect 100% of the time? No! But we are striving for consistency. I won’t buy from any eBay retailer with less than 97% positive ratings. Why do we settle for so much less for our kids?

 

For most goals, 80% is simply not consistent enough. When we disengage from mediocrity, it makes life easier and better for all of us. I’m not programming for mediocrity or failure, I want to program for success! And true success in most meaningful things requires a higher level of consistency than 80%.

 

*Note: Back in 2006, I was blogging pseudonymously under the name “Dick Dalton,” hence how I was addressed in many of the comments at that time.

10 Years By the Numbers

24 May

I have been teaching individuals with severe disabilities in this school for the past 10 years. So just what does 10 years look like? Well, here is is, by the numbers….

0 – (as in zero) = number of times all of my paras have shown up on time. It is also the number of times all of my students have chosen to take advantage of their exam exemption and not come the last day of school. It is also the number of times I have eaten with other teachers in the faculty eating area because I had a duty-free lunch. This is also the number of other teachers in my system who have taught this population for 10 consecutive years. And finally, this is the number of times I arrived late to school this year. I am usually here 30-45 minutes before start time.

1- This is the number of students I have seen go the whole distance from grade 9 until they aged out. Several have transferred, and a few have died before finishing. I have also had one student who needed to be catheterized 2x daily. This is also the number of days I have missed school this year.

2 – The number of administrators who have actually come in to my room and watched me teach in the classroom in 10 years. Most observations took place in the lunch room while feeding. And some…I have no idea when they occurred!

3 – This is the number of students who have come through who have had to be tube fed in 10 years. It is also the number of SID/PID teachers we had here during my first 3 years here. 3 teachers and 7 paras at one point (year 3 , I think).

4 – Number of principals I have seen come and go in 10 years. They don’t seem to stick around very long here! This is also the number of times I have had to take a test in order to be highly qualified either in my subject or a new one.

5 – Number of times I have been absent in the last 10 years. My youngest was born over a Christmas break! The credit for this goes mostly to Jane who tends the boys when they are sick. This is also the smallest caseload I have ever had in 10 years.

6 – This is the number of times the bus broke down during CBI trips and left us stranded on the side of a road or parking lot somewhere. This is also the legal class size limit in Georgia for a class serving students with profound disabilities.

7 – This is the largest number of paras I have had to supervise in a single year. It is also the number of years I drove a bus for community-based trips.

8 – This is the number of years I was under or at the legal class size limit. Last year I had 7.

9 – My largest class/caseload size which is this year with the addition of 2 more PID students.

10- The largest number of adults serving this program at this school. We had maybe 16 students and only 3 wheelchairs back then, but several behavior/medical issues. 7 paras and 3 teachers.

Okay, maybe next time I’ll go into higher numbers when exploring the last 10 years in this setting with these students.

What is a Good Teacher Worth?

25 Mar

I have been up to my elbows and eyeballs in annual reviews. I’m doing a bunch of my own this week, as well as acting as LEA for several others. Some teachers have reviews that go smoothly and amazing well. Some need a bit of help. And some are absolute disasters. It is this last category that results in headaches for everyone and unfortunately it happens all too often. There are many reasons why an annual review can go poorly, but I find the single biggest factor is in preparation. The more preparation, the better the meeting goes. The less preparation, the worse it goes.

The most hideous meetings I ever attended was at a middle school. I was the high school representative and drove half way across the county to get there. Once I got there, I had to wait nearly an hour because other meetings were running late. Fortunately the parent was not there, as the teacher was anxious to postpone which I thumbed down. I made her call the parent and get permission to hold it, which the parent was happy to do. Then the IEP was not filled out. We had to bang it all out there. Oy. Or another middle school meeting where I arrived, and the parent and itinerants and everyone was there except the caseload teacher. Where was she? In her classroom trying to type the goals and other parts, thus making us all wait. Or, yet another middle school meeting where I was late because the one I was attending across the hall ran late. When I walked into the crowded room, the parents were visibly fuming and the tension was so thick everyone was about ready to suffocate. This was because the teacher had made some careless comment and now the parents were loaded for bear.

In each of these situations, even though none of these were my students and this was not even my school or my meeting, I managed to help salvage the situation from potential disaster. Even the middle school LEAs and graduation coaches seemed at a loss as to how to handle these situations. In the first case, we were able to bang out the IEP in about an hour once I overcame the team’s reluctance. It was the last meeting of the day and everyone wanted to go home. But my general rule is the death is about the only reason to postpone…or an attorney, which is practically the same as death. It takes an enormous amount of coordination to get all the players in the same room at the same time. Don’t blow it. In the second instance, I got the teacher to just print out what she had plus the previous year’s IEP….after problems with the printer. This is why waiting until the last minute courts disaster, and Murphy WILL move in and take up residence. In the final case, I discovered there were things in the IEP that were negotiable enough for the parents that they could walk out less mad. They still did not like that teacher, but at least felt better about high school transition.

An IEP is often treated like a court case just waiting to happen. And it is not a bad idea to view it as such when writing one. But you can not become so paralyzed with fear that you end up avoiding it. It must be done, so you might as well grab it and run with vigor to get it done. It is daunting but not impossible to write a decent IEP that will serve the student well without causing either the school or the parents to feel like they have been robbed. I have suggestions right here in my blog that might be useful for both parents and teachers.

This is one field where experience really does count as long as it is good experience. Someone who can write a proper, legal IEP can save the school thousands in litigation costs. A teacher who knows how to talk to parents without ticking them off can save an administrator countless headaches. A competent teacher who can actually teach the students can help the school meet its goals and the all important AYP. I have seen all too often what happens when a teacher is incompetent. People get frustrated, corners are cut and then parents are ready to go to an attorney.

An experienced, competent teacher is also more likely to stick around, as long as minimum efforts are made to retain him/her. I’ll talk about retention in a future post, but experience does help endure future obstacles and deteriorating conditions at least up to a point. I was able to handle a caseload larger than any other SID/PID teacher in the county with less help than any other teacher by virtue of my experience and tenacious commitment to NOT allow anything to happen that would endanger the students. Over time I developed experience enough to keep little things from turning into big things and when a big problem came along I learned how to handle a fair number of those. And finally, I learned to recognize when something was too big for me to handle and that I needed to ask for assistance fro m people paid to handle the bigger problems. Those are all skills that you can learn only through experience. In special education, there are a ton of judgment calls that we are called on to make because there is not a set textbook way of handling our students. That is what makes it “special!”

A Final IEP

4 Mar

While the biggest part of this blog is involved with what I do for a living, there is also another part that is invested in me as a parent.  It’s the parent-teacher combo that gives a bit of a more unique flavor to this enterprise.  It’s also what helps my blog fall under the category of “protected speech.”

I have two boys, and it has definitely been a case of diverging paths here in our household.  Today, my youngest (blogname Percy) had an IEP. I’m almost ashamed to say I haven’t been to any IEP’s of his, but I do have my reasons.  One was that I learned from experiences with my oldest that whenever I walk into an IEP it can precipitate a certain amount of wierdness.They can be long and arduous affairs, as everyone is double sure of crossing T’s and dotting I’s.  So I’ve stayed away and allowed his mother to handle these and for the most part they have gone pretty well.  At least up until this point.

Percy qualified under the SDD label: significantly developmentally delayed, which is the same label his older brother qualified under.  When his older brother, Thomas, turned 7 they did an evaluation and he qualified under the Autism label.  But no had started on Percy’s evaluation which is sort of unusual considering that they aren’t supposed to be any SDD 7 year-old kids as they are all supposed to be evaluated and go therough a new eligibity by then.  But Percy did not follow a typical SDD trajectory.  He did have a lot of shyness and social deficits when he started pre-K but by the time he was in kindergarten, it was obvious that these delays were very minor.  The boy loved school, loved learning and had zero behavior problems.  Academically, he took off and he has managed to make several friend at school as well as around our neighborhood.  This year he was consultative, which means essentially no real services and he has done nothing but excel.  He’s reading a grade or two ahead, if anything.  So, Jane and I were wondering just why he was in special education at all.  It was obvious to me, that the boy didn’t qualify unless it might be for gifted.  We might have held off from doing anything until a psychological except there is some sort of policy at his school that kids with IEPs need to be in a co-teaching class.  Jane and I didn’t really want this as he did so well this year without it.  Somehow, last year’s case manager managed to keep him out of that setting but this year’s case manager seemed determined to make sure he was in such a class for next year.  I had a good mind to simpy ask for a re-evalution and put her through the rigors of going through the re-eval process but in the end we didcided it was time to pull the plug.  So we requested he be withdrawn from services and as of today, he is IEP free.  I think much of his earlier developmental lags might have just been from picking stuff up from his brother, but who knows?  In anycase, he is exceptionally in his own way.  He’s definitely the kid you want in YOUR class and the kid you hope your kids want to hang around.

And then there is Thomas who recently turned 10.  While he is generally a good kid, he would drive you absolutely nuts if you were his teacher.  Academically, he can be pretty sharp at least until things get too abstract.  But socially and behaviorally he can be a handful.  And he has inherited a total disdain for homework, which now drives his mother (and me) nuts.  The boy can dig his heels in for hours…or at least until I get home.  At that point there is no more nonesense because I haven’t the patience for it.  I can get him to do it but it bugs me that so much of our interaction involves having to do this junk that I hated as a kid.  Now most of my interactions with him are negative because I’m having to correct, reprimand and generally get snarly on him.  He might pick up on the fact that I’m not into it, but I’m not sure how he thinks not doing it until I get home will make things any better for him.  Life is infinitely easier for him when he gets it done right away.

I’ll have to devote more blogspace to him and his drama later, but suffice it to say that he can generate enough of it for two people!  But at least there will be one less yearly IEP to worry about.

Get to Know Your Director of Special Education

4 Feb

In my recent Christmas video, I sort of had a bit of fun at my director of special education’s expense. Hopefully, she still has her sense of humor. Or perhaps the joke will be on ME! Hahahahaha!

That video itself was probably one of the best, most polished ones I’ve ever made in the technical sense. But the sarcasm in it might have been a bit much, so let’s see if I can fix any mis perceptions that might exist plus shed some light on what little I know about the job of special education director and the person our county has doing it.

In a small rural county, the director of special education is a lot more visible and knows the parents, teachers and students better than in a larger district. Our district has been transitioning from small to large over the past 15 years or so. So while she knows all of the teachers, she is not nearly as familiar with all of the students or their parents as she might have been starting out. Also, the administrative overhead grows as the district grows. While she has some assistance from other staff, there are still many things that only she can do and authorize and can not be delegated. Mainly, she answers to the state DOE as well as to the county superintendent. Anything that is required by the state, it is her job to make sure the entire county is in compliance. And this is not a small job, nor is it fun. At least I don’t think it is fun!

Consider that the U.S. Congress has teams of lawyers and staffers working to draft and reauthorize the IDEA. Then, this gets passed down to the state, where the DOE adds more layers to the regulations. By the time it gets to the county level, the requirements of the law have increased substantially. And then the special education director has to figure out how she is going to get all of the various disciplines within special education to comply. Most of the time, this translates into finding some way of getting teachers and education providers to comply and report. That means more paperwork. Our special ed director is and always has been very much pro-data which has added to the workload at times. But if I think about it, most decisions should be data driven. The problem is that there are hundreds of teachers in our county and not all of them are able or willing to comply with all the details the process requires. The newest teachers have yet to learn all the finer points, and veteran teachers can be a bit rebellious sometimes or merely forgetful. In any case, getting all of these educators to comply with the myriad of regulations required by the government can be like herding cats. Which means more effort has be expended on accountability and thus more compliance-driven paperwork.

Which leads to the next layer of responsibility which is managing all those teachers. By and large, the building administrators can do a lot of it, but if there is some sort of problem (like a rogue blogger) she is expected to be on the front line. She also helps support all of the teachers that need extra training. And every year, when things change, EVERY teacher needs to be trained. Even those of us who are already trained need to sometimes be trained again.

One of the main sources of work for me is the level of collaboration necessary in order to serve my classroom of students with disabilities. PT, OT, speech, VI, HI, APE, transportation, the school nurse and the cafeteria all represent people that I have to interact with on a regular basis in order to do my job. Now multiply that by a factor of about 100, and you might have some idea of what a special education director might have to typically deal with. Except while my involvement is primarily at my own level, hers runs all the way up to the state department and all the way down to the lowest classification of employee. Her involvement runs throughout the board office among all the areas of curriculum and administration.

In a perfect world, the special ed director could busy herself planning, training, keeping up with all of the latest regulations and requirements and budgeting. There is plenty enough there to keep a body busy all the time with just administering the extensive program that is special education. However, it is not a perfect world. We do have students that we have to deal with and each of those students have at least one parent. The level of satisfaction of these parents is by-and-large pretty good in our county. But it is not perfect. There is just no pleasing some people no matter what you do. And teachers do make mistakes. Some more than others. And who does an angry parent talk to if they have a serious complaint that they want action on? It’s usually the board office, and if the student has an IEP the point of contact is the special education director. While she can successfully delegate some of the smaller fires to other people she still has to follow-up to make sure it is dealt with. And then she takes the big fires that always take much longer than anyone ever plans. Sometimes this involves having to testify in court, which involves a lot of time taken away from all the other things she needs to attend to.

What this translates into is a constant stream of demands upon the time of this one single person, and I have only skimmed the surface of all the duties and obligations. It is a huge, gigantic job that is mostly pretty thankless. The special ed director is rarely thanked by parents, as she is no longer in the classroom. While so much of her job revolves around helping students with special needs her involvement is indirect and behind the scenes. Whenever the public is looking for people to give credit for in their child’s education, it mostly goes to the teacher. Administrators rarely get it, and those who sit in the central office rarely are recognized at all. What’s more, in the current times of budget constraints, the job is made all the more difficult as people are forever pointing fingers at trying to reduce administrative overhead. Since no one sees what administrators do, it is easy to say that what they do is unimportant or less important.

As teachers, it really does not fully sink in as what administrators really and truly do unless we expend some serious time and thought. Often, they can diffuse a situation before it gets out of hand with a parent or the public. They take care of the toughest of the discipline issues and some of the toughest decisions that have to be made. Often, all we see is all of the paperwork that this person seems to be making us fill out and thus all of our own time that is being taken. If I am having trouble getting something done within the district or even on a building level, many times the special ed director is the one that can get things done and moving along.

Now I’m going to get a bit specific here, and risk even more exposure to repercussions. But this is part of my new resolution to be more positive. I’m not going to mention her by name but everyone who is local here will know exactly who I am thinking of in this post. In my video, I was being vague on purpose because I wasn’t intending to go after anyone in particular although I can see how it could be taken that way. But now I’m going to be much more specific just to make sure there’s no confusion and everyone knows where I stand.

I’ve had dealings with our special education director with me as a teacher and then as a parent. I can honestly say that I’ve never seen anyone who works harder, with more dedication and under more stressful conditions than this woman. I was acquainted with her when I was a para and she was an EBD teacher and she was hard enough working and talented back then doing one of the hardest teaching jobs that exists in special education. Over the years, as parent and teacher I can say that I have not always agreed with everything she’s done but I always felt I got a fair hearing. As much as she already has going on, she always takes the time needed in order to listen to what people are saying. Always. She was perfectly willing to address and present to the local autism support group which can often be akin to walking into a den of momma bears. She has totally supported local parent advocacy groups and their activities and events. Her level of dedication and effort to special education is unmatched by anyone I’ve ever met. And I’ve been around some hard working people!

So while my video had a rather snarky tone to it, it was not meant to paint my own special ed director in a bad light. It was more along the lines of “Welcome to Life as a Special Education Teacher!” In this business, a sense of humor is pretty crucial to maintaining some semblance of sanity.

On that note, y’all can quite bugging her about the teacher who is blogging and making videos. I did let her know about them fairly early on in the process and have not tried to hide any of these activities from her or anyone else. However I’m going to address the specifics of the video project in another post.

Good luck to everyone else who is wrapping up GAA’s – only about a month to go!

TOTY

26 Aug

Right now, the conventions are in full swing and soon we will elect a new POTUS and FLOTUS.  President Of The United States and First Lady Of The United States.  Or at least someone will elect one of these clowns into the Whitehouse.

TOTY = Teacher Of The Year.  Our school does this in the fall, which I always thought was a really funny time to do this.  I mean, about 1/4 of the faculty is brand new and don’t know anyone let alone who would be teacher of the year.  So they do what I did my first year and voted for the one they know best or who their more experienced friends suggest.  But since this is an honor bestowed on a teacher based on teaching, it would make more sense to do it at the end of the year when we can look back on what the teacher actually did.  but maybe that’s just me.

It the preliminary round, teachers nominate one of their colleagues for TOTY.  Then the ballots are counted and I think the top 8 or 10 are listed on the next ballot.  Then you circle your favorite and then the nomination is down to 4 or 5.  Then it narrows to 2 or 3 and finally the winner is chosen.  This process takes a few weeks as the teachers always have a few days to fill it out and turn each ballot from each round in.  Then a faculty meeting is called and the winner gets flowers, some cake and a reception or something like that.  The winner of the school TOTY then competes with all of the other TOTY’s from the other schools in the district to become the County TOTY.  This involves filling out a questionnaire and being visited by the school board and superintendent.  Plus there’s all sorts of media coverage.  It’s great fun…unless you’re in the middle of it.

About 4 years ago, I made that first round ballot.  And then I made the second round.  And then the top 3 or 4.  It was totally nerve racking! I don’t mind the national exposure of an internet blog or Teachertube, but the scrutiny of my peers…it was an awesome amount of pressure.  This was made even moreso, because I had some really and truly awesome peers.  There were too many better folks than me that didn’t make the ballot and I knew it.  Fortunately, one of those awesome folks won it.  I don’t remember who won it, but I remember the guy who got 2nd place.  He got 2nd place for the next 3 or so years before finally winning it.  I even kept the first 2 round ballots and didn’t vote because I was just so proud to have my name there!  I may or may not have cast a ballot for myself in my final round, but still made a copy of it that I still have somewhere.  I was proud and scared at the same time.

My first pick didn’t make the first cut this year, which is unusual.  I usually do better at picking someone who at least shows.  However, my name did appear on that list again.  And exactly like 4 years ago, I have some mixed feelings. It’s a great honor to make the ballot at all, as we have over 120 faculty in this building; the largest in the county.  And if any of you fellow teachers read me, I totally get what you’re doing especially if you read my last couple of posts!  It’s okay to vote for someone else…REALLY!  I did.

Seriously, there are some good candidates everywhere in every department.  Fact is, I idolize most everyone else who is “out there” teaching 25-35 students at a time.   I don’t know if I could do that.  I’d like to try someday.  And a bunch of these folks are stepping into other roles like club and class sponsorships, activities like the prom and homecoming plus tons of activities in the community and churches in addition to being awesome teachers.  They are SuperPeople.

I’ve seen many SID/PID teachers become TOTY in their respective schools but they don’t do as well at the county level.  As I’ve said before, we are not increasing test scores or improving the graduation rate. I think a lot of it amounts to a sort of respect that comes from a body saying “Geez, I could never do that!”  So the faculty gives some recognition and TOTY is a good vehicle for that.  Actually, it’s one of the only vehicles faculty have for honoring one of their own.  I wish they had a Para of the Year award as well, as I think it would help boost their level of recognition.

So I get it.  Thanks for the support, and I like it as long as I don’t make anymore of the cuts.  Been there, done that and it was sort of fun but it really is stressful!  I feel the love, really.  Now go vote for someone who really deserves it and can carry the MHS* TOTY torch to a district victory!

dd

*MHS = Magnolia High School which is the blogname for the school I teach at.

Church and kids with Autism

23 Jul

Inspired partially by this story:

This topic has been a bit of a mindworm for me for several weeks, ever since we visited the church of my father-in-law while on vacation. And again this week, while a local church is having vacation Bible school (VBS).

Churches and houses of worship are pretty central to the community life of a lot of people, especially families. It is often considered an extended part of the family where friends are made and met. Churches provide a valuable source of social interaction that can be less pressured than the formal structure of school.

Or is it?

It’s difficult for me to think of a place where a meltdown is less welcome than at church. At school, in stores and parks tantrums are pretty common amongst all children. They also happen at church, but for some reason they inspire a level of shock and horror of Biblical proportions. People can and will complain, gossip and talk about a child’s behavior. When it comes to support, church can definitely be a mixed bag.

Some of the earliest indications of troubles for Thomas were evident in church. When he was in the nursery, it seemed like Jane was always getting called down there to tend to some sort of mishap. We moved to another community when he was 18 months old, and this church’s nursey had a beeper system. Parents would get a vibrating pager and if there was a problem, we would be paged. And it seems like we got paged alot. All. The. Time. In fact I remember the first Sunday we didn’t get paged. We were nervous and convinced that the batteries had gone dead or that the pager was broken! Thomas was prone to meltdowns in the church setting, crying almost the entire time or to a point where he would throw up. The fact that he was prone to reflux didn’t help matters.

Before he was diagnosed, we thought he was just fussier and more temperamental than other kids. I don’t think other parents were so judgmental in the early days as much as they were thankful this wasn’t their child!

Neurotypical kids often meltdown when they separate from parents, especially when the parents don’t attend very regularly. I remember volunteering for a two year-old nursery one Easter Sunday. 9 little girls, all dressed in their best Sunday Easter dresses cried, screamed and tantrumed for a good 30 minutes before we could redirect them into some play activities. And then it repeated when parents started to pick up their kids, and those left behind thought they were being abandoned. Most of these kids had not been in a church since Christmas or Easter the year before!

But Jane and I were regular attenders. We were there pretty each and every Sunday unless someone was sick. We also were involved in other church activities outside of Sunday mornings. But Sunday mornings were a source of constant anxiety.

First, we had to get there. A lot of families can relate to the struggle involved in getting everyone there on time, without some sort of meltdown. And these are regular, neurotypical intact families! Getting Thomas ready involved extra time as he does not do well when he’s rushed. And it seems like we were always rushed.

Then we would drop him off to his Sunday school class, while we went to our adult Sunday school class, which I sometimes taught. But invariably, the beeper would go off, and usually it was Jane who would have to see what the problem was. It got to the point where Jane just quit going to our adult Sunday school class and stayed with Thomas in his class. The anxiety of waiting for the pager to go off was just too much.

After Sunday school, we went to the worship service. At 3, Thomas was too big for the nursery, and attended with us. This posed a big challenge as he often wanted to “talk” and make noise at exactly the wrong time, which was during the pastoral prayer. Keep in mind, this prayer and the sermon were often taped and broadcast over the radio the next week. I remember actually being able to hear him while listening several times! Then there is the business of staying in your place and following the liturgy which involves standing up and sitting down at certain times. Outside of school, church is often the most structured place a child attends, but unlike school, the rules are not so explicit. However, there is a decent level of consistency in the service they he eventually started catching on to.

Midway through the service, before the sermon, the kids up through 3rd grade go to children’s church. So the big task was getting him through the children’s sermon, which segued into the kids leaving to go to children’s church.

Getting through to that point often involved bringing candy and snacks. This was actually pretty successful as long as they didn’t give him too much during Sunday school. As long as he was munching away, he seemed fairly content. Mixing the snacks up also helped slow him down as he would first get the peanuts, then raisins and finally the cheerios. Otherwise, he would finish the snack before the pastoral prayer, and then we were in trouble.

The children’s sermon took place in the front of the alter, where all the kids would gather around the person delivering the short message. Sometimes it was the pastor or assistant pastor but sometimes it was someone else from the congregation. Since we sat in the back in the balcony (an attempt to keep from being too much of a distraction) it took extra time for Thomas to get up front. Either Jane or I would have to go with him him and then try to keep him contained during the short children’s sermon. More than once he got away from us and would walk around the sanctuary, much to the amusement of the congregation but mostly to my own horror. He really never got into the children’s message and pretty much had to be forced to stay in his spot. And then it was time for him to go to children’s church.

Children’s church was not as structured as Sunday school. The kids were often wilder and more unruly and the people who volunteered for this were not always very well prepared. The chaos and noise didn’t sit well with Thomas, so either Jane or I would have to go with him and stay.

The end result was that we (but mostly Jane) were missing a lot of church. The reason to go there is to participate in a corporate worship experience in order to facilitate a more complete experience of Joy with God. But often for us, it was anything but joyful. It was almost hellish. Jane was seriously whithering on the vine, spiritually. It was stressful pretty much from beginning to end.

An associate pastor saw our plight and started a program where other adults or teenagers would go with Thomas to children’s church. This was called “Angel Buddies.” They even brought in Thomas’ preschool teacher to help answer questions and help them understand how to deal with kids with autism. We had about 7 volunteers at the beginning of this program and it did seem to work out pretty well at first. Jane and I could finally attend church together and it was often the only time we were together without any kids all over us.

But the Angel Buddy program’s success was short-lived. The associate pastor left within the year and the next person who took over the schedule was not very diligent. In fact, Jane or I were included in the rotation every month. We were told this was so that the other helpers wouldn’t get worn out with it. But often, the helpers would be out of town or not at church and we would have to do it anyway. While we were grateful for any assistance we got, we hated to impose on other people. The list of volunteers who were faithful and diligent to this ministry got smaller and smaller as people moved on to other ministries and as teenagers went to college.

I should mention that the few teenagers who volunteered were some of the best and most diligent people in the Angel Buddy program. I think Thomas and they both benefited a lot from being together. But it became less and less of a program and was dwindling away.

In the meantime, people were talking and complaining about Thomas’ behavior. He seemed to choose church as a testing ground for defiance. One of the only times he was ever spanked was outside in the church parking lot. And the side effects from that weren’t exactly desirable. Jane and I were not together during church time, and one or both of us were not among other adults. It was a source of stress and conflict with each other and within the church community.

One would think that the safest place in the world for children with disabilities would be in houses of worship, among people dedicated to God, love, mercy, grace, compassion, faith, and forgiveness. But this is not true at all. The worship service itself, with constant demands for compliance and conformity, is hostile for those who are inherently different from everyone else. Anyone who is unable to conform to the structures of the service is not welcome and asked to leave. The larger the church, the more true this will be.

I may editorialize more on my feelings toward church and those with disabilities later, but I want to talk a bit about how churches attempt to deal with this unique and growing population. In this particular church spoken about above, they attempted to recruit helpers in order to help Thomas participate in the same activities as his peers. I think the intent of the program was excellent, and it started out well enough. But without diligence by a committed coordinator, it becomes just another chore to dread like ushering, parking lot duty, being a greeter or assorted other mundane tasks and ministries in the church. Yes, we are the boy’s parents and he is our responsibility which we take seriously. But no one was caring much about our own spiritual growth or struggles. Staying home is a more Holy, peaceful and rejuvenating experience for many families that have children with disabilities. Church is often a hostile, hellish experience where families are segregated or ostracized. I don’t think Jesus would approve.

That’s not to say Thomas got nothing out of it. He did memorize the Lord’s prayer and the Apostle’s Creed. He also picked up on it enough to threaten his Sunday school teachers with crucifixion more than once!

Other churches set up a separate class and program for people with disabilities that is set apart. On one hand this makes it easier to concentrate human volunteers and resources in one area, but it also segregates people with disabilities into a sort of modern-day leper colony.

When we visited my father-in-law’s church, Thomas spent a bit of time during the service just wandering around. I was keen to hold him down or take him out, but Jane tried letting him loose. Talk about anxiety! An usher came up and said something to him, so I retrieved Thomas. The usher said that we could use a back room where we could here the whole service. I decided to try that.

Many churches do have a “cry room” where parents can take crying babies or mothers can actually nurse their babies while being able to see the whole service through one-way glass. This room was actually pretty cool because it had nice comfortable couches and Thomas found some toys to keep him content and occupied. It was like a little living room or a one of those box suites they have in stadiums. The usher even brought him a cookie! I was totally into this until a couple mothers came in and wanted to nurse their babies. So we spent the balance of the service in the large lobby area, just walking around. Last summer, at my parents’ small church he was getting disruptive, so Mom took him out to walk around the block.

Jane and the boys have been going to another church where the structure is a bit different. The kids spend the entire service in their own big area where the have plays, they dance, sing and basically have a big party. The staff have been pretty good with him and have worked so that he feels comfortable there. But he still has his moments. The setting is very, very loud. They probably amp up to over 100 decibels at times, which means he spends a considerable amount of time with his fingers in his ears. The open space, the loud contemporary music and the dancing around are more conducive to Thomas just walking around the room in circles, which he prefers in such settings.

I remember years ago attending a service at a small country church near my parents that they attend sometimes. There wasn’t more than 25 people in the place and people dressed fairly casually. Thomas wasn’t with me, but the was a boy about his age, wandering around the little sanctuary and amongst the people. No one made a big deal about it, as it was a fairly informal setting. Plus, the boy was the pastor’s son so that probably carried some weight. But I never forgot the comfort the boy and other members felt in that place. There a distinctive lack of anxiety or concern there. Basically, it was a bunch of neighbors getting together, and they weren’t too concerned about impressing one another.

It occurs to me that larger congregations and groups are going to have a harder time with people with disabilities. In large groups and institutions, conformity is a big deal. It’s the only way to have any sort of order in these places. But smaller groups may allow for more inclusiveness and flexibility. That’s just my general impression.

This is not an exhaustive treatment of the subject, but I’m just throwing this out there for discussion where maybe others can expand or extend with their own experiences. I’ll be jumping back into school related stuff soon, as us teachers report back this Friday!

D.

GFCF – Re: Unraveling the Mystery of Autism

11 May

Re: Unraveling the Mystery of Autism

I wish I had time to read a book like this, as I know a lot of other parents are reading it. However, I did manage to find the most top-rated review of the book by someone who DID read it, and her response is much better than anything I could have written.

Would that it Were so Simple, October 6, 2000
By Liane Gentry Skye, “www.lianegentryskye.com” (Florida, USA) -

Karen Seroussi has woven a remarkable, well-written story of her son’s recovery from Autism through tedious dietary interventions. Her offering of recipes gives the parents considering the diet for their children a place from where to start. As the mother of two Autistic children myself, I felt compelled to read it, even though a grueling 18 month trial of the diet in our home offered few, if any, results, other than depriving my sons of what foods they were willing to eat.
Seroussi is a gifted writer, and tells her story from her mother’s heart. But facets of her story disturbed me deeply. After reading this book, I felt my choice to live as a mother who has come to accept her children’s Autism and lead them towards a good life in spite of grim prognoses was viewed by the author as something to feel ashamed of. While this may not have been Seroussi’s intent, the insistence that something is wrong with parents who don’t try her techniques, or tried the diet and had it fail are somehow lacking was very bothersome to my heart.


Granted, dietary interventions have helped many Autistic children. However, this his book implicates that any parent who does not attempt the diet which benefitted Ms. Seroussi’s son is failing his/her child. Children who respond to diet are most specifically those showing a serum IGE response to specific allergens and gliadin antibodies. I’d strongly recommend any parent who considers putting a child through such a restrictive regime will get the bloodwork done first. This diet is not easy to implement and it is not easy to encourage an older child to follow it when away from home.


This book tells a rare, triumphant story. It is well documented, and worth a read. But please, don’t see diet as a cure-all if the techniques outlined simply don’t work for your child. The sad truth is, if diet were the cure, there would be no Autism.

I felt the need to blog on this because I had a parent of one of my students who wanted to try this diet bring the book up. I gave her what you read above plus a link to my blog so she can see whatever comments this particular article generates. And it will probably generate a few.

The Gluten Free Casein Free (GFCF) diet is controversial for a lot of reasons, most of which are covered above by Ms. Skye above. I do have a study that was done on dietary intervention for autistic behaviors and it did seem to indicate that the diet might be helpful:

Knivsberg, Reichelt, Hoien and Nodland (2003) Effect of a dietary intervention on autistic behavior. Focus on Autism and Other Developmental Disabilities, 18, 247-256

Abstract:
Autistic syndromes are characterized by impaired social, communicative, and imaginative skills. Urinary peptide abnormalities, in part due to gluten and casein, have been detected in some individuals With autism. These abnormalities reflect processes With opioid effect, Which may explain the behavioral abnormalities seen in autism. The aim of this single-blind, controlled study Was to evaluate the effect of a gluten-free and casein-free diet for children With autism and urinary peptide abnormalities. Observations and tests Were carried out With the 20 participanting children before they Were randomly assigned to either the diet or the control group. The experimental period Was 1 year, after Which observations and tests Were repeated. Significant reduction of autistic behavior Was registered for participants in the diet group, but not for those in the control group.

It’s the best study I’ve ever seen on the subject, but it still has flaws that you can read for yourself if you want to get the full article.

My wife and I did try the diet when our son was younger. It was not the best of efforts and it was resisted strongly by Thomas (I’ll keep his blog name the same to avoid more confusion than there already is!). His favorite food of all time is pizza which is pretty much nothing except gluten and casein. His favorite thing to do of all time is to eat out at the neighborhood pizza buffet. So right off the bat, we were off to a poor start. Let’s add a couple of other things into the mix:

  • - He has a younger brother who likes pizza, hot dogs, cheese burgers and other more typical “kid food.”
  • - He has a mother who basically likes the same sort of diet.
  • - We were a single-earner family, and that would be me on a teacher’s salary.
  • - We had a lot of other things going on just like everyone else

The cook in the family is me, and I resisted the diet for a long time because of the bother and the expense, but my wife, Jane (We’ll keep her blog name too) convinced me to try it, especially after I read the above study. So I did more research on the subject and did some thinking.

Wheat is not native to North America, so the people living here before the arrival of Europeans had to live on something else. That thing was maize (corn) and a variety of vegetables and potatoes which *are* native to the Americas. So it seemed like a more simple task for us to adapt to a more native diet as opposed to trying to find adaptations of a European one. I was thinking outside the box, but apparently ranged too far for the rest of the family. I did by the corn and soy-based noodles and flours and assorted other GFCF foods.

The entire family, including Jane, rebelled and none of them really went for it. They were sneaking donuts, cheese, pizzas and every type of forbidden thing every chance they got. The thing about doing this sort of diet is that “in for a penny, in for a pound.” You are either all in or all out. Having ANY gluten at all basically kills the whole process. This is not about scaling back or reducing intake it is about going cold turkey! So the entire family really has to be on board for it to work, and it was a forgone conclusion that by the end of our experiment the only one who stayed gluten free was me. That’s because I liked the things I made with corn tortillas and I don’t mind eating the same thing almost everyday. For everyone else, it was not a happy arrangement. The corn and soy noodles are probably still in our pantry as is some extra GFCF pancake mix.

Will a parent see improvement? Some will and some won’t, but this is not a light undertaking. A body has to be willing to go all the way with it, which our family was not collectively willing to do. And you know what? It’s all right. We are not poisoning our children by letting them eat the food they enjoy. We balance our meals with fruits and vegetables every meal. I grow a lot of my own fruits and vegetables in our own garden. Our family is okay and I might venture to say we are doing well because we are a more balanced family that has gotten away from letting autism rule over our lives. It’s something we live with and deal with but we’re not going to let it dominate us and get us all down. Parents who don’t want to try every single intervention under the sun shouldn’t feel guilty for not doing it anymore than I should be made to feel guilty about not getting LASIK surgery for my eyes. I have bad eyes and I wear glasses. My choice. If Thomas decides he wants to go on the diet later in life, that’s his choice. What about those autistic persons who can not make their own choices? Then caregivers do have to make those choices and make it on the best information available.

But let’s knock off the evangelical guilt-mongering by the various proponents of various cures. If you have a cure, conduct a study and publish it and open yourself up to some serious scrutiny.

D.

I actually did it

29 Jun


 

I said I was going to do it and I really did.  Unfortunately I might have made a mistake.

 

I signed up for the GACE biology test.  I should have looked at the review questions first.  Out of 18 practice questions, I was only able to answer 7 of them correctly.  This just won’t do!  I have a biological science background with the agriculture, botany, genetics and biochemistry, but it has been over 15 years since I did stuff with the Krebs cycle and photosynthesis. 

 

In contrast, I took the science practice test and scored 17 out of 20, which is a lot better than I thought I’d do.  The physical science stuff stuck with me better since that is what I spent the most time teaching way back in the day.  The geology section is a bit rusty, and I don’t have much of a background in that at all.  But that’s the test I should have taken.  Oh well.

 

So I’m busily studying an old college biology hoping to bone up on the subject.  I hate the thought of wasting $120 like that.  I took the NTE version of this thing back in 1989 or so and passed, but that was then. 

 

The purpose of this testing is to open up some new teaching options for me.  As much as the world of severe disabilities has chosen me, I feel like it is beginning to UNchoose me.  There are many factors coming into play.  The alternate assessment is certainly significant, but it’s not the only thing.  Taz’s mother is driving me batty as she works at the school.  If it were just for 4 or 5 years, it wouldn’t be such a big deal.  But 7 or 8 years; it’s almost like some sort of marriage or something!  It’s longer than most military enlistments!  It’s a long time to have the same kids everyday day after day.

 

  I’ve had Spaz for 6 years and I’m coming up on 7 years with him.  Even though he walked for graduation, he can stay through his 22nd birthday.  So he will be staying around another year.  It just takes so long to finish out a student and progress is often at a glacial pace. 

 

The physical nature of the work is something I have to watch out for.  In my mid 40′s, I’m no spring chicken.  I do okay with the lifting but having to do all of it all the time will get old quickly since Coach will be gone.  Larry and Ravi require constant lifting and moving and they continue to grow and get bigger! 

 

And with only 20 years to retirement, I need to find a quieter place to settle in and do the minimum amount of work necessary in order to draw a salary until my golden years.

 

 

Just kidding!

 

The pull and attraction of doing collaborative work involves marrying my science background with my Sp. Ed. experience plus possibly helping some other teachers with classes that are becoming more and more diverse.  Inclusion is becoming more and more of a reality and I wouldn’t mind getting in on that wave while it’s still cresting.

 

And since I’m chained to the oars of the NCLB slave galley, like every other teacher, I’d at least like to be on the productive side of things.  This monkey-brained alternate assessment crap is for the birds.  I can have an opportunity to work in the golden zone, and push a few over the line into a passing score.

 

I feel like I’m being pushed along plus enticed into something better.  But I’m going to do another year of this business and see how it goes.

 

D.

 

25 Years Ago

28 Jun

 

I recently attended my 25 year class reunion. This was the first reunion I was able to attend and it was a lot of fun. I had a chance to catch up with a number of old friends. My, how things and people change! The guys particularly were a major challenge to identify as the women seemed to age better or change less dramatically. There were several guys who I had no idea who they were, even before drinking anything at the bar.

 

 

On Friday night, a bunch of us met at about the only bar around that still existed 25 years ago. We had a discussion about how lousy most of us were in math and came to the conclusion that we had some very poor math teachers. Indeed, starting in middle school, every math teacher we had, without exception, was a coach of of some sort. And coaching seemed to be the major focus rather than the teaching of math as this was a small school and athletics were the center of school and small town life.

 

 

However, it wasn’t totally the fault of my mediocre math teachers. The next night of our reunion were had a banquet honoring the alumni from several years, and I noticed the ones who were not at the bar the night before. Pretty much the same smart folks who were not partying in high school were not in on the discussion we had in the pub over a few beers. This made me think that perhaps there might have been as strong of a correlation between the lifestyles of the students and their grades and study habits as there was with our teacher/coaches.

 

 

Outside of math, I think we had some good teachers in high school and we got a good basic education. We were certainly all literate as I can’t remember anyone who couldn’t read in middle school. I also don’t remember the newspaper ever publishing the school’s test scores or comparing them to neighboring districts. Such was the culture of small town Iowa schools 25 years ago. When I eventually moved to Georgia I was surprised to see scores in the paper and even more shocked at the low scores that schools actually bragged about! Any school a point or two above the state or national average claimed bragging rights. I know in the testing game there will be winners and losers, but when did mediocrity come to be something we bragged about and published in the paper?!?

 

 

Other than the Atlanta Hawks or Falcons, of course.

 

 

I’m happy to say that the math instructional deficit has been lessened at my old school. The class of ’82′s valedictorian went on to major in math education and returned to the hometown and is presently teaching math at the old high school. And she’s not coaching any varsity sports, as far as I know. Now if her students can refrain from partying long enough maybe they can learn a thing or two!

 

dick

 

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