Supporting Inclusive Classrooms for Students Who Learn Differently

21st Century Classroom PD Workshop for Cape & Island Special Education Teachers – August 19, 2014

In June 2014, Sturgis applied for a Tower Foundation Learning Disabilities Grant entitled: Increasing the Capacity for Cape Cod and Island Schools to Support Inclusive Classrooms for Students Who Learn Differently. This article describes the application process, implementation and results of the three-year $77,624 grant program. We are very grateful to The Tower Foundation for supporting this program at Sturgis. The grant proved beneficial not only to our students and faculty, but also to 158 Cape & Island Special Education teachers who attended the professional development (PD) summer workshops from 2014-2016.

By Marion Weeks, Sturgis Community Outreach Coordinator

Application Process

We first learned about the work of The Tower Foundation  in 2012 at Philanthropy Day on Cape Cod, an annual conference for Cape & Island non-profits, board members, and non-profit enthusiasts. Each year, the conference offers a full day of workshops on topics relevant to non-profits such as: administration, fundraising, networking, social media and special events, to name just a few.

During the 2012 Philanthropy Day, I attended a presentation by Don Matteson, Chief Program Officer of The Tower Foundation. He described the mission and geographic focus of  the foundation as follows:  “Tower focuses on improving the lives of young people in the communities where Tower family members have lived, worked, and raised their children. Most grants support organizations or community-based collaboration in Western New York (Erie and Niagara Counties) and Eastern Massachusetts (Barnstable, Dukes, Essex, and Nantucket Counties). Key funding areas include: Mental Health, Substance Use Disorders, Intellectual Disabilities, and Learning Disabilities.”

While listening to Don’s presentation, I began to wonder if Tower’s work with learning disabilities could align with Sturgis’ International Baccalaureate “IB for All” program.  Sturgis opened in 1998 as a tuition-free public high school that accepts students through public lottery regardless of past academic records, individual challenges, or personal circumstances. All students are eligible to enroll and have equal chances of being accepted by lottery.

In 2004, Sturgis received authorization to begin offering the International Baccalaureate Diploma Programme. Despite having a non-selective admission policy with students gaining entrance via a lottery, Sturgis challenged conventional wisdom by offering students a unique “IB for All” experience in which all courses for grades 11-12 are IB and all courses in grades 9-10 are IB prep. Executive Director Paul Marble explains, “Our belief about the IB and student learning is simple. All of our students take all of their coursework in eleventh and twelfth grade in the Diploma Programme because we believe that the IB transforms all students.” The IB Diploma Programme aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

At the time when Sturgis started offering IB to all students, the vast majority of IB schools selectively invited only top academic performers to participate;  students with average abilities and especially those with learning disabilities were rarely invited to participate. The goal of offering IB to all students helped shape multifaceted services of Sturgis Special Education Departments. “We see the inclusion of many students who would have never had access or self-confidence to attempt the IB Diploma in other settings as critical. Knowledge and skills are developed through peer tutoring, study groups and support from a multidisciplinary team of educators (speech and language pathologist, psychologist, social skills instructor, reading and math tutors, therapy and guidance counsellors and a special education teacher) and administrators during and beyond regular school hours. Sturgis also supports students academically and socially through an advisory program that involves each teacher in the school working twice weekly with a small group of students. With small class sizes, advisory and community service involvement and focus on supportive relationships, students experience a physically and intellectually safe environment encouraging each student to take risks to reach his or her potential and maximize future opportunities.” (“An International Baccalaureate education for all”)

Susan LaCombe Voigt (4th from right) meets with IB inclusion specialists at the Hague in 2013

Since 2004, Sturgis students supported on Individualized Education Programs (IEP) have proved they are capable of doing the work required by the rigorous and demanding IB curriculum. Student success in meeting the challenges has resulted in Sturgis becoming a leader and resource for schools interested in “IB for All” inclusive classrooms. In fact, Susan Lacombe Voigt,  Special Education Coordinator at Sturgis East, was invited to collaborate with a group of Special Education inclusion specialists from around the globe to create the IB Guide to Inclusive Education: A Resource for Whole School Development. For more information about Sturgis IB for All, see:

Create culture of high expectations of students with disabilities

High expectations for all students at Sturgis Charter Public School

“An International Baccalaureate Education for All”

Brainstorming Ideas for a Learning Disabilities Grant

After returning from the Philanthropy Day presentation, I met with Special Education Coordinator Susan LaCombe Voigt to brainstorm ideas for a grant. After describing the mission and key funding areas of The Tower Foundation,  I asked if she had any ideas for projects she would like to initiate to support students with learning disabilities. Susan told me that she and Sturgis Counselor Bev Fogg had attended a 2009 workshop at Landmark College in Vermont.  They were impressed by Landmark’s expertise in utilizing technology to assist students who learn differently. Susan said she would love to have a Landmark consultant help Sturgis Special Ed teachers learn more about using App technology to assist students who learn differently. She thought it would be particularly helpful for teachers to learn how to assess which Apps would be most helpful for particular needs.

Don Matteson, Chief Program Officer of The Tower Foundation

Don Matteson had said the Tower Foundation likes to use a collaborative approach to grant-making. Rather than receiving full blown grants, they prefer to be involved in the process of crafting ideas into proposals. When I broached the idea of writing a grant to support having a Landmark College consultant work with the special education staff at Sturgis, Don Matteson responded, “Our Learning Disabilities program is relatively new and Sturgis is relatively small; we would prefer to fund a project that could have more wide-spread impact on the Cape and Islands.” So I asked, “What if a Landmark consultant offers workshops about ways to support students with learning disabilities and we invite Cape and Islands Special Education teachers to attend?” He liked the idea of community based workshops and encouraged Sturgis to write a small grant proposal to host a pilot workshop in August 2013. Working together with Ibrahim Dahlstrom-Hakki, Associate Professor and Director of Landmark College Institute for Research and Training, we developed a proposal for  Ubiquitous Technology: Using Mainstream App Technology to Support Students who Learn Differently

39 Cape and Island teachers attend Ubiquitous Technology pilot workshop  in August 2013

The workshop focused on study skills that teachers can use to support students with learning differences in several areas including: time management, organization, note taking, test preparation and active reading. Teachers received hands-on training on ways to implement study skills using a wide range of Apps including: iStudiez Pro, Voice Dream Reader, Blio, Notability and Audio Notes.

Don Matteson attended the workshop. He thought it proved successful in terms of content, presentation and teacher feedback.  After the success of the pilot workshop in August 2013, many discussions and iterations of drafts, Sturgis applied for 3-year $77,000 Tower Foundation Learning Disabilities Grant in 2014: Increasing the Capacity for Cape Cod and Island Schools to Support Inclusive Classrooms for Students Who Learn Differently

Increasing the Capacity for Cape Cod and Island Schools to Support Inclusive Classrooms for Students Who Learn Differently

Goals and Initiatives

Ubiquitous Technology 8.18.14

The grant proposal described three goals and initiatives:

  1. Community Based Education for Cape Cod and Islands Special Education Teachers

Special Ed teachers in our region do not have many local opportunities for professional development where participants can network with teachers beyond their individual schools and districts. Sturgis Charter Public School will provide six one-day professional development workshops with two workshops each August over three years (2014 -2016).

  1. iPad Pilot Program for Sturgis Charter Public School Special Education Departments

Prior to 2014, Sturgis  did not offer iPads for student or faculty use at either of its two campuses. During a pilot workshop in August 2013 entitled Ubiquitous Technology: Using Mainstream App Technology to Support Students who Learn Differently, we learned how helpful iPad Apps can be for students with learning disabilities. Some students own iPads but most do not. We hope to level the playing field by providing an iPad cart in the Special Ed Departments of East and West campuses.

  1. Screening and Assessment Consultant from Landmark College for Sturgis Special Education Departments

Special Ed teachers find it challenging to stay current in the rapidly changing field of technology for students who learn differently. Our staff hopes to learn the latest methods of screening individual students and assessing which Apps would be most helpful for their particular needs.

Implementation of the Grant

From August 2014 – June 2017, the Tower grant funded:

I. Community Based Education for Cape Cod and Islands Special Education Teachers

The 21st Century Classroom

Six one-day professional development workshops with two workshops each August from 2014 -2016.

Cape and Islands Special Education teachers had an opportunity to attend six professional development workshops at Sturgis taught by a Landmark College professor on current developments and techniques in helping students with learning disabilities develop effective learning strategies. A total of 158 teachers from 39 schools attended the workshops. Several teachers attended every workshop.

Topics included:

  • Ubiquitous Technology: Using Mainstream App Technology to Support Students Who Learn Differently
  • The 21st Century Classroom: Tablet-based Pedagogical Practices for Supporting Diverse Learners
  • Supporting Diverse Learners in Transition: Strategies for Life after High School
  • Removing Barriers to Learning: Identifying and Addressing Unnecessary Cognitive Loads

21st Century Classroom workshop

158 Cape and Island teachers participated in the PD workshops:

2013                2014                2015                2016                Total

39                      47                    45                    27                    158

PD Workshop Evaluations

Teachers who attended the workshops completed a Survey Monkey Evaluation. The following  selection of comments summarize how teachers responded to each workshop:

Ubiquitous Technology: Using Mainstream App Technology to Support Students Who Learn Differently

“As a Special Educator at the high school level I am always looking for resources and opportunities to assist my students with working toward their potential both in their current setting (high school) and as we prepare for their transitional plans (college/world of work).”

“It was nice to have a presenter who isn’t selling something.”

“B/c Ibrahim’s presentation was engaging and thoughtful, it was amazing how quickly time flew….it never felt like 6 hours in the same room!!”

“Ibrahim is a natural educator! His presentation of the material at the workshop appeared effortless, when in reality it required considerable knowledge and genuine appreciation of learning differences, technology, and the benefits of recognizing the positive relationship the 2 entities can have.”

“This would be very effective for teachers that are less versed in Special Ed accommodations. His explanations as to how students learn should be heard by many educators!”

The 21st Century Classroom: Tablet-based Pedagogical Practices for Supporting Diverse Learners

“Last year was so fantastic, I had to come back again!”

“There were practical solutions from teachers. Everyone was absorbed and collaborating even at lunch.”

“This workshop would be wonderful for all Teachers, as the Apps would complement ANY classroom.”

“I appreciated the pedagogical and background info before launching into the tech applications. Presentation was excellent and I will refer back to slideshow in the future as a resource.”

“These apps will work very well in and out of the classroom.”

“I felt that the content was very relatable to what I am hoping to achieve in my classroom with my diverse range of students.”

Supporting Diverse Learners in Transition: Strategies for Life after High School

“This workshop should be required of all content area teachers.”

“Content was presented in a collaborative, welcoming manner-great!”

“He was very well versed and made me wish I had majored in cognitive psychology! Top notch presentation!”

“I wish all mainstream and special needs educators had access to this presentation.”

Removing Barriers to Learning: Identifying and Addressing Unnecessary Cognitive Loads

“Every teacher should take a class about cognitive loads – there are so many times teachers unnecessarily add extraneous demands that reduce students’ available brain power for what they actually want to teach. This course was extremely informative to help teachers reduce  unnecessary draws on cognitive resources.”

“It is my hope that another grant will happen so I can continue taking workshops for at least another four years!”

“It certainly enhanced the empathy component when working with different struggling kids.

II. iPad Pilot Program for Sturgis  Special Education Departments

Marion Weeks, Ibrahim Dahlstrom-Hakki and Kathy Power

Two iPad carts were purchased: one for East and one for West with a total of 20 iPads loaded with a variety apps. Special thanks to IT Coordinator Kathy Power for making the launch of iPad program possible. Adding new technology across campuses was no easy task.  She provided tremendous IT support over the entire three year project. This project would not have succeeded without her enthusiasm for trying new technology and patient troubleshooting.

The iPad Pilot Program culminated in a presentation by students to Sturgis faculty at an East/West faculty meeting in December 2016. The presentation provided an opportunity for many participants in the iPad initiative to share their progress with teachers and was very well received by the Sturgis East and West communities.

Faculty Responses to iPad Presentation 12/7/16

Ebsen Sylvestre and Max Whit

“I am impressed with how well they understand how the technology helps them. I believe the students need more hands-on training prior to actually being needed in a classroom setting. So, the training doesn’t coincide with the material being taught.”

“I loved that the students spoke at the meeting! It was much more effective to hear from them how the Ipads are helping them than just have adults say the same thing about them.” 

Following the presentation, a Sturgis math teacher sent the following message to her class through Google Classroom: “Hello Alphas… Big KUDOS to JAKE COOPER for his presentation to the entire Sturgis Faculty yesterday afternoon. Jake, you showed such poise and confidence standing up there. Your stories about how the iPad is helping your study habits were engaging. You had the whole room paying attention. WELL DONE!!!!

Jake Cooper (right) teaches student to use iPad

Inspired by Jake, I would like to ask you all for suggestions on how I can make my class more user friendly for students. I want to use tools that will help you study and stay organized. If another teacher uses a method of communicating or organizing that you think I should consider using in math class, please describe the technique/app/tool and tell me the teacher to use as a reference.”

Trevor Guttman

“I think you guys are doing a great job! I wish that we have iPad carts we can use in the classrooms. So many students can benefit, especially the ones who do not have an IEP but definitely need it because they learn differently. Thank you for yesterday’s presentation. It was enriching!” 

(l-r) Paul Marble, Jonathan Cloutier. Jake Cooper and Max White

“I am not aware of students that I teach that have IPads and would benefit from this technology being integrated into my daily class activities. I appreciated this presentation very much and look forward to learning more and using the technology more for all students, not just those with school-issued IPads. Thank you!!”

“I think iPads are a great tool. Continue to provide info sessions on how to best use and help students use this technology.”

“I am using Google classroom for their first time this year and it is a very powerful tool that keeps kids organized and I feel increases homework completion rates because it is so centralized, and paperless.”

“Maybe a Google classroom training should be more encouraged each year. Do NOT have it conflict with other meetings like it has in past. For example I think it conflicted with other meetings in the start of the year professional days and I had to miss it for another meeting. It was great to see the kids yesterday.” 

“How the technology enhances their processing speed and “fluency” (rate of communication). Also, I wondered if apps such as inspiration that help kids construct an essay or project train the students to be more aware of structure in general and, therefore, facilitate their “deconstructing” readings assigned to them. Really powerful!”

  1. “I would like a classroom set of Ipads loaded with science apps
  2. I would like to know how the security regarding assessments is handled
  3. I would like a peer tutor for managing Google docs, etc 🙂 I was astounded at the presence and communication skills our students exhibited. And these are kids with learning disabilities!”

“I think the iPads don’t always work out for the students. Typing in a Google doc can be challenging. I think Chromebooks are more appropriate (just from what I’ve seen). Thank you.”

“I do not currently have any students who are using iPads, but I was very interested in what we saw yesterday. I would also like to have more training about Google classroom use.”

“I would use it if all my students had it. It’s hard to create lessons that take advantage of Explain Everything if most students don’t have it. I don’t see how Inspiration (the idea mapping) would be quite as useful in math….probably really useful in essays or projects but not as much on the day-to-day in math?”

“Could we know which kids are supposed to be using what so we can better support them? Maybe this could be attached to their IEP or sent to us somehow?”

“Issue one to every student.”

“Liked learning about the apps I had never heard of. Would like to know more.”

“I didn’t know that there were apps like “Explain Everything” that would allow students to take photos of the handouts I give in class that they can then write on and refer to; this would be really helpful for some students in my class. I think this presentation was really helpful, I’d love to get training or informational presentations like this in the future. It seems like the students are trained how to use these apps or technology, but as a teacher, I don’t feel like I know the details, like who has one and why they are using it, what the rules/protocols are, etc. I would love to learn how to better work with students who are using this technology. I’d like to know if there’s a way to make use of this technology for students who have similar struggles with organization but do not have an iPad.”

“The research shows that students comprehend, understand and remember more if they write things down using pencil/paper rather than using a computer or iPad. Students need to be using the iPad as just one “tool” (of many). They need to be writing by-hand whenever possible and not over-reliant on technology. Technology makes tasks “easier” and/or “faster.” But, “easier/faster” is rarely “better.” We need to insure that we are doing what is “best” for student-learning. This involves breaking students from over-reliance on technology, IMO.” 

“It was encouraging to know that iPads helped students with organization. I’ve worked in a school with 1:1 iPad program, so I’ve seen the advantages and disadvantages. I’m interested in what the SPED department and Tech department think about Chromebooks. What advantages do iPads have vs Chromebooks as a technological aid, and visa versa?”

“It was a little surprising to see just how much the iPad can be attributed to the success of certain students, in comparison to all the struggles they faced as freshman.” 

“All social media blocked on iPads, yet we use chrome books more often where social media is not blocked. Students did a GREAT job.”

Inspiration converts diagram to outline

“I was interested in the ability of Inspiration to transform linked bubbles into a clean outline. Special instructions for us regarding how individual students should be using iPads (as we get with 504s and IEPs). I’m not sure if I should be encouraging my iPadded students to use them in class or if the student is mostly supposed to use them as an after-class organizational tool. Is there a way to assure that students working on an iPad do not have access to extra help materials (via the internet) while taking a quiz or test?”

“Was surprised by how much more organized the students feel they can be with the help of the iPads. When we have a professional day(s), I would like to be shown how to access the Google Classroom on-line tutorial that was mentioned in the meeting and then be given the time to go through the tutorial independently with the result/proof being the Google Teacher Certification that was also mentioned in the meeting. Maybe have Google Classroom “Experts” standing by if questions come up. The certification might also serve as PDPs for those teachers who have MA Teaching Certification.”

“Loved seeing graphic organizer transform into outline. Student showed enthusiasm for this as well. His pathway to enjoying his learning.”

III.  Screening and Assessment Consultant from Landmark College for Sturgis Special Education Departments

Landmark College Consultant Ibrahim Dahlstrom-Hakki visited Sturgis Special Ed Departments each spring and fall (2014-2017) for a total of six visits.  Each two-day visit consisted of one day at East Campus and one day at West campus to assess current practices and improve support for students who learn differently.

Ibrahim Dahlstrom Hakki

From the beginning of the Tower grant initiative including the pilot workshop in 2013, we have been most fortunate to work with Ibrahim Dahlstrom-Hakki. He earned his PhD in Cognitive Psychology from the University of Massachusetts-Amherst. His work is primarily focused on the development of research projects aimed at investigating new or evaluating existing methods of delivering educational content to students who learn differently.

Ibrahim played a significant role in the implementation of the grant by leading all seven workshops, guiding the iPad Pilot project and serving as a consultant to East and West Special Ed Departments. Many of the recommendations he made in his biannual consultation reports have served to help not only students who learn differently but all students. Sturgis has been very fortunate to benefit from Ibrahim’s expertise over the last four years. He has worked exceptionally well with students and faculty.  He was a perfect  fit for Sturgis in many ways – especially when we learned  he graduated from an IB school in Amman, Jordan. Ibrahim’s final report about his role as  Screening and Assessment Consultant follows. I have added images to the report to help illustrate his consultation work at Sturgis.

Final Implementation Statement

By Ibrahim Dahlstrom-Hakki, Director of Landmark College Institute for Research and Training

The 3-year funding period for this initiative has allowed for sufficient time to ensure full adoption of the iPads and the associated pedagogical supports and tools, and to assess the impact of this work on the academic performance of students with disabilities. Each year of implementation has been characterized by a different set of challenges and opportunities. Year 1 focused on addressing technical challenges and basic issues of use and adoption. Year 2
focused on addressing challenges in helping students to learn effective support strategies and tools, as well as providing teachers and staff with the knowledge and resources to support students effectively. This final year has allowed for an opportunity to develop processes and nurture a culture that can sustain the work of this initiative beyond the timeline of grant funding.

iPad Presentation to Sturgis Faculty
December 7, 2016

Several students have shown significant academic progress, particularly those who received iPads during the first year of the initiative. Feedback from students, teachers, and staff indicate substantial improvements among students who have made use of support features available through the iPad initiative. Some graduating students have indicated that they find their iPad so indispensable they intend to invest in a device of their own as they transition to college. A presentation by students at a Sturgis faculty meeting in December 2016 provided an opportunity for many participants in the iPad initiative to share their progress with teachers and was very well received by the Sturgis East and West communities. It is worth noting however that progress was not universal and there remain student who are quite resistant to learning and using new technological tools to aid their academic progress. Technology is not necessarily the ideal solution for all students, however Sturgis should have a structure in place to allow students to fully explore technological options before deciding on the tools that best meet their needs.

Spring 2016 Consultation – meeting with staff and students

The training and consulting engagements provided as part of this grant funded project have helped in the development of local expertise among staff and teachers on both campuses in the use of educational technology to help students with disabilities. However, Sturgis needs to work on a long-term plan for training, maintenance, and expansion of technical skills. This plan should include training for new staff and teachers, opportunities for teachers and staff to exchange resources and further their knowledge, and access to iPads and technological resources to teachers and staff who work regularly with students with special needs. Inclusion staff should be provided with training and iPads to allow them to model and support students as they learn to use their devices in the classroom.  While many of the inclusion staff encourage students to use the iPad, they currently do not have the training and the resources to be able to provide specific guidance in using the iPads in a way that will improve student learning.

Spring 2016 Consultation Visit

A major part of these consulting visits is direct one on one training on technology for students at Sturgis East and West. This training supplemented the ad hoc training provided by staff and other students. Moving forward, there needs to be an internal mechanism for one on one training of new students and for providing opportunities for existing students to further develop their skills and knowledge. This training could involve tech specific workshops provided by Sturgis staff, or trainings and assignments incorporation into existing resource classrooms. A systematic training protocol with assignments and expectations will provide students with the greatest opportunity to learn and practice new skills to identify the tools that will best support their individual learning needs. Ad hoc and short-term exposure to tools and technologies are often unlikely to lead to long-term use of new technologies particularly for students resistant to engaging with new learning tools.

East and West students share iPad skills

The current iPad deployment has been successful in no small part to the hard work of the staff, teachers, and students of Sturgis. To ensure that this progress continues, it is important to create mechanisms to maintain the long-term sustainability and growth of this initiative. Without deliberate and sustained effort, and without assigning specific roles to individuals on each campus, there is a danger of losing much of the progress achieved thus far. The biannual consulting engagements that are part of the current grant have served as a regular means of  assessing progress on each campus and addressing areas of need. Moving forward, a similar mechanism is needed to help ensure that the work of this initiative is not lost in the day to day pressures of meeting other school obligations.
Recommendations

Based on my interviews and observations during this consulting visit, I recommend that Sturgis
consider the following:

East and West students share iPad skills

  • Improve App Request and Deployment Process
  • Create Device and Infrastructure Upgrade Schedule
  • Staff and Teacher Ongoing Training and Device Deployment
  • Structured Student Technology Training and Practice
  • Periodic Monitoring of Training, Pedagogy, and Technology Status

Several staff have indicated that my biannual consulting visit have served as a good mechanism for prompting them to look at and address their needs with respect to technology use, training, and deployment. Without such a structure, they report that those needs often get lost in the day to day demands of their work. I would therefore recommend that Sturgis establish a regular mechanism for checking the status of technology, training, and practice as it relates to supporting students with disabilities.

Conclusions

Ibrahim Dahlstrom-Hakki with East students and faculty during his last consultation visit in April 2017

This final status report for this project provides an overview of the progress made over the past three years and the journey needed to get here. Sturgis has made great strides in deploying technology to improve the independence and learning of students with disabilities. The recommendations of this final report provide the means for Sturgis to sustain and build on the progress that has been made thus far. It has been a pleasure working with the entire Sturgis
community and this project has been an exemplary demonstration of what can be achieved with a dedicated and supportive school community.

Plans to Sustain the iPad Program

By Jessica Lynch and Susan Lacombe Voigt, Special Education Coordinators
Yesterday was Ibrahim’s last official meeting with us as part of the three year grant that Marion secured for us years ago. One of the main thrusts of the grant was that we make the program self-sustaining. Yesterday, we met to discuss ways to do this that we wanted to share.
1) Have a Professional Learning/Inquiry group that focuses on technology
  • Ibrahim suggested incentivizing this group in some way (perhaps a small stipend?)
  • Have it be inclusive of content area teachers, special educators, technology support and inclusion
  • Allows for dedicated time to be current on technology
  • Give a mechanism for training new inclusion, special education, and students on current technology apps, etc. 
2) Budget a number of new iPads per year, per campus in order to get ahead of obsolescence and wear and tear on existing iPads
  • In 2 years, the iPads that we have will probably no longer update to the newest iOS
  • Rather than have to replace all of them at once, we should gradually add
3) Provide iPads
  • Inclusion staff should have iPads instead of Chromebooks so that they can be more effective models for students on IEPs with iPads
  • Special Ed teachers who don’t have their own iPads should have one to use
  • iPads should be able to go home with the teacher (similar to how the students can take them home)
He had additional suggestions for our department, which we will be implementing, such as weekly technology assignments through Google Classroom, adding technology concerns to our department meeting agendas, and spending some dedicated time in Study Skills to reading technology instruction in particular.
Thank you,
Jessica and Susan

Additional Resources

App aims to aid special needs studentsCape Cod Times, Aug 19, 2014

Tower Foundation Annual Highlights Report 2014

 

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