TRANSCRIPT - Active Learning Tech

>>Donna: Happy Thursday afternoon everyone. And welcome to. The last November session of technology tea time, I can't believe we're about to start December. This week's T time is active learning tech, how to make it and how to use it with Hillary Keys and Sarah Mossberger. I'm so excited to have them join us today. The handouts, I posted them in the chat room. During the waiting room, but I will post them again here. You can retrieve them from the site or by direct link. See everyone here. Sorry too many things going on at once. So if you want to pull this the handouts if you didn't pull them from the email earlier this week then you can pull them now from one of those links. And before we start, our goal in T time is to build our community practice for technology that allows support, allows us to support each other while we're teaching our students in the spirit of that goal. This is an interactive session. So if you would like to ask questions. Please do so. Be advised that the session will be recorded and posted on our website for later viewing and our. In our TSBI professional development library. By registering for the session you've branded us permission to publish your name lightness and voice. Feel free to unmute and speak up and ask a question if you would, if you have a pressing question. If you don't want to unmute and Talk out to us then. Type that question in the chat and we'll be monitoring that. Please say your name before you speak so that we know who's talking. The participant panel gets pretty big and we want to make sure that everybody knows who's chatting. So I'm gonna hand this over. Excuse me. I'm going to hand this over to Hillary and Sarah.

>>Hillary: Hi everybody, so glad to see you guys saw a lot of familiar faces coming in and a lot of new ones. So this is super exciting. I am Hillary Keys and I'm the early childhood deaf blind education consultant for the Texas Deaf Blind project. Sarah.

>>Sarah: Hi, and I am I'm Sarah Masberger and I am one of the school age tough blind education consultants care at the Death Line project as well.

>>Hillary: So we'll just jump right in and talk about our learning objectives before we get to look at. Interesting pictures. I think interesting is a good word. What we're going to talk a little bit about cautions and considerations, especially when you're making your own things and some of the options for making materials and then ways to use what you have made. And I hope if you have some great stories that you will or things you can describe to us, I hope you'll jump in. So interactive is always welcome. Yes. Did you know? That Dr. Lily Nielsen called the Active Learning Assisted Technology, not AT. She called it perceptualizing AIDS. She developed these perceptualizing aids to allow the learners to be an active participant. And. Really be able to learn when in different positions such as sitting, standing, which is if you're kind of new to this on your back or prone, which is on your stomach. Each piece of equipment was put through rigorous testing. So I mean like little room took years of testing and design. Process to ensure that every piece is is perfect for airflow, has vibratory qualities, and maximizes the participants responsiveness. It's we have I know that a lot of us built our own things. But the truly research-based material equipment is from I'm Lilly from Lily Works. However, there are some things that you just can't buy and that we need to make. So Sarah, if you want to talk about the cautions.

>>Sarah: Sure. So, we wanted to offer some cautions, not just for things that you might make, yourself, cause as Hillary said, sometimes, you, you can't just, you can't buy it, you're gonna have to make it yourself, or perhaps you're fashioning something up, until you get your piece in. We'll talk a little bit later about the loan program through TSVDI. But, so some things to keep in mind if you are making your own or if you did purchase a little room and you're adding materials to it, the first thing is that you don't want to use items that could be a choking hazard. Like Hillary said, this equipment's designed to get the kids participating, to get them moving so that they can learn as they're moving. So that may mean a lot of times things going in the mouth, which is fantastic, right? We know that's one of the ways that we learn, but we don't want the ways that we learn, but we don't want anything that could choke. We don't want anything that could choke. We don't want to use any thing that could choke. We don't want to use any items that have sharp edges. We don't want our kids to get, you know, cut or hurt, obviously. And so I tip that we included is that you can rub the edges of the items on your own skin just to make sure that it's safe. If there's in a doubt when in doubt it's probably best not to use it but test it on yourself first. We don't want to use items again that are easily breakable. We know to be careful with some items, but our students probably don't. So we don't want to use things that they might accidentally crush or bite and break into pieces. And then another important one is to remember that, a lot of times we use elastic to attach things or to have things hanging and for really important to cover that elastic with tubing. And that elastic can not only break, but it also is a choking, choking risk. You get it wrapped around yourself, wrapped around your arm. So making sure that you cover it with tubing and then making sure that elastic is strong enough that if you have a super, super strong kiddo, they don't accidentally break it. And then another big thing to remember is, while active learning is designed to let the kid interact and so there are obviously times when we're gonna take a step back and let the kid explore on their own and try not to be talking at them and and let them have that time to explore on their own. We don't want to leave them unsupervised. That's the difference. And so again another tip is, you probably want to put in on the equipment or around the equipment, a reminder that we don't want to leave the keto alone, don't perk them in the little room and then leave them. And then if you're gonna leave a piece of equipment, whether that's homemade or purchased, in a classroom at home with a parent at the daycare wherever. It's a good idea to have the person responsible for the child sign off that they understand that this is a assistive technology and we don't want to leave the keto unsupervised that they understand that this is assistive technology and we don't want to leave the keto unsupervised

>>Hillary: So I'll talk about some considerations and later if, we have time, we'll, will, will stop that not right now, but we'll stop and I have some tubing to show you guys to talk about. Usually I will just say what I usually use. Is fish tank tubing that you can get it Walmart or any pet store and then use a loop turner from the sewing shop to pull your elastic through. So that's just another tip. Alright, considerations. Well, if you're familiar with active learning and you have done the functional scheme assessment or even if you haven't. Your learners skill and developmental level are really the place to start. For determining what you need. You want to work with in that student zone of proximal development. You want to work within the things they can do and build on their strengths. So that isn't really one of the number one things that you want to consider when you're trying to figure out what to use. Also, more is better. When for example, I know we're talking about things you can make, but when you're talking about the little room. We sometimes make the things that go inside the little room, right? Or we gather those things. So More is better because you want a great variety with many, many experiences for them to check out and with interesting characteristics what can they do so toys are great but really real objects and objects you can then use in functional routines later on because they become something that the student is really interested in and wants to interact with and they're learning all the properties of it. And then outside of the little room, which the little room is obviously one of the places it's absolutely for independent self-directed repetitive exploration, right? Then the other parts of active learning which are very structured take that as an instructional strategies you take the things that you gather the data on because you didn't park the kid in there and you took data while they were in there and you take those things that they prefer and you figure out how you build those into instructional activities and functional like functional routines and then there's where you start connecting. Then you can connect to literacy and progress in general curriculum. Slightly off base, but is still important to keep in mind. Because that developmental level is going to drive all of that. And then environment. Make it needs to be responsive to the learner if you have a position board that you've made with. Peg board and you're hanging things off of it. And that kiddos laying on their back, but they don't. They cannot reach across their body to get to it, then that might be a great item for them, but the environment, the way that you've set it up is maybe not most responsive to that student. So always think about positioning of the student and positioning of the materials. And get creative. Doesn't have to be a scratch condition and grasp board. It doesn't have to be a little room. It can be a mobile. It can be a milk crate with things in it like a black milk crate or whatever color milk crate with things dangling from that. Okay. And try, do multiple environments because I don't know about y'all that I get bored when I'm in the same place for long long long period of time. I'd love to move around and get. Other input and then always think about too like. Why would the student want to move? Cause you always want to have things. Available that the student you know is on their likes and dislikes list. We, it's a human thing. We all enjoy. Interacting and doing things that we enjoy doing right we're more motivated. But sometimes it's fun to discover something new. So you have a good balance of that. Go ahead, Done. Yeah. So. What? Sorry. Sara, this is you. I forgot.

>>Sarah: Okay. No, so like Hillary was saying there's, this is all not only research space and what makes the equipment designs the way that it is, but obviously we want to put thought into what we're using.

>>Hillary: We're going back. Data.

>>Sarah: We don't want to just grab ransom things from the closet. We, we need to have a method to our badness, right?

>>Hillary: Hmm.

>>Sarah: So how do we decide what we need? And we're going to talk about the functional scheme assessment a little bit more, but the functional scheme assessment a little later, but the functional scheme assessment is a great place to start. It gives you a ton of information about your student. Across multiple levels, not just about the vision or the hearing or whatnot. And it's also meant to be done collaboratively. So it's a great way to get input from other members of the team. Not just VI or DHH, but your OT, your PT, your speech, the classroom teacher, the family. So that's a great way to learn more about your student and where they're at. Hillary was talking about making sure that things are developmentally appropriate and you may say, well, how do I know? Well, that's where the functional scheme can help you. It gives you a lot of great information and it helps you pinpoint but it looks at where they're at across the board in different areas. So that way you can make sure that as you're as you're creating activities and creating materials for your student that you're meeting them where they're at across the board. Not just with speech, but with PI with their motor skills. Etcetera and then another another place to start is the active learning planning sheet and again we're gonna look at that a little bit more in a minute so if you've not heard of that you'll get a chance to see it. But again, it's another great collaborative tool and it just gives you a place to start as you start planning and thinking. What am I, what is my student like? What are they not like? How can I use, how can I use these things? And then obviously we always want to consider data. So that FYE piece, what is their evaluations that say? What, what did we learn from that? They're, and then a couple of other, pieces that can give good information is that I removes count assesses that can give good information is the every moves count assessments or the EMC assessment and again that looks the the student kind of across the board it takes into consideration sound smell touch and it gives you an idea of things that your student is responding positively to things that your student maybe doesn't respond to. Things that they don't like. So again, you can take that into consideration. And then if you have, if your district has an AT, that assistive technology evaluation, if your district doesn't have an AT, then likely your VI can help with that as well.

>>Hillary: So the planning sheet. The functional scheme assessment looks at 20 different areas and gives you individualization in great detail but it takes time to do and might not be something that you're you you might want to get started like right now. So planning sheet is the way to go. It has a section on likes and dislikes. So just gathering that information from team members and getting that information from team members and getting that started with what they like. So just gathering that information from team members and getting that started with what they like, what they don't like and you want to go that information from team members and getting that started with what they like, but they don't like and you want to go with the things they like and avoid the things they don't like for active learning and avoid the things they don't like for active learning purposes. There might be other reasons to use the things they don't like. For other activities and instruction strategies. The pathway, it has pathways to learning or your sensory channels and there's that form is actually been updated so if you downloaded the active learning planning sheet More than. Before last spring, I believe, then you wanna go in and download a new one because that was updated and we hope that it would it's a little bit easier to come up with like. A percentage of what sensory channel there using and if you, anybody has feedback on that, please, please let us know. That has general questions and to consider and then ideas for specific objects to include. It's like a list that you would make and just as a site and it goes with the sensory channels you've identified and as a side note there's a page in active learning space a web a webpage and active learning space that has a whole list of attractive objects. So if you're not sure, I think we're talking about that in a minute too. They has a section to kind of think through and make notes about their social and emotional development because that is also a big part of active learning. You, you can't. Progress past where you are in a cognitive level if you're, get some point you, hit a ceiling and you have to bring that social emotional level up to. Keep on. Developing as a human plan. And it's, there's a plan for completing the functional scheme. So this obviously is kind of meant to be done before the functional scheme if you need to and that way you can kind of get all your ducks in room figure out exactly who's going to be part of all that. And then it talks about goals and objectives and team notes. And you can also, you can print it downloaded as a word doc for PDF. Whatever works for you. Okay. So. I don't remember.

>>Sarah: Okay. So, I think it's, I think that's me. So we're gonna talk, a little bit more about the website a little bit later, but just so you know, there are kits.

>>Hillary: Go ahead.

>>Sarah: Again, as we talked about earlier, sometimes this, there's equipment that you, may be making on your own, but there are kits available that you can purchase and so they're listed on, on the slide and we put a link to Lily works in our resources on the handout. So, that's where you would go if you wanted to purchase. And then, there is a little, asterisk next to, the little room, the residence board, the SF board, the support bench, and those are all items that are also available for loan through TSBDI. And so we'll talk about that again on a later slide. But if you are interested in trialling that equipment before you buy it, TSBDI is set up to support you with that. So we'll talk about that a little bit more.

>>Donna: And I have placed, this is Donna, I have placed the link for Lily Works products per purchase in the chat as I'll be doing throughout as we go through for links

>>Sarah: Perfect. Thank you.

>>Hillary: Thank you, thank you. Okay, Sarah. Do you wanna say? Go ahead.

>>Sarah: Oh, actually, oh, sorry. Go ahead. I wanted to say one other thing too, sorry. Also the, the, asterisk ones, there are things that are available through TSBBI. Also, if you, some of these kits you could make on your own and so they're also instructions and YouTube videos. Those are also on the Lilly Works website as well. So like the little room for example the dimensions and then instructions of how you could create one are listed on the website. Same thing with the residence board because like Hillary said it's been tested to make sure that it has the correct vibratory qualities, right? So those dimensions are also listed on the Lily Works website as well.

>>Hillary: Are they on Lily works or active learnings? I know they're on active learning space. And, and maybe they're on Lilly works too and I missed him.

>>Sarah: Okay, I may, sorry, I may have misspoke.

>>Hillary: I'm not sure, but, I will say it does, it does say in the instructions to use. Sorry, Donna, to use birch. And it's actually really important that you use birch because that particular wood has a specific vibatory quality. Alright, please next slide. Sorry about that. Okay, so.

>>Sarah: Sorry guys. Yeah.

>>Donna: I'm just not gonna turn a slide until you say so that way. You can go click and I'll change the slide.

>>Hillary: Okay.

>>Donna: I don't want to rush you. At all.

>>Hillary: Hmm. I wish my computer would actually do that. If I said click. All right.

>>Sarah: Right?

>>Hillary: So the quick guide. Active, quick guide to active learning equipment. This is a free downloadable document that Donna has put that link to that web page already in the chat. I just saw it pop up. And you can scroll down and you can get this document. Now there are a lot of the items that you purchase on here, but there are the residence board that you can make and position boards, scratch boards. And positioning grab words, those are things that typically we do make. And this. Particular document can help you. Figure out like on the fly what are the areas that are targeted by these and pieces of assistive technology. And ways to use them. That you might not have thought of. Like, well, resonance board does amplify movement feedback, but in, you know, didn't really say, but in a little room it also amplifies sound because that resonance board is actually what they use inside a piano. You learn about if you flip it upside down, well even in right side up you can learn about your defined space because you have an edge and so this is your space. If you need to you don't want things to roll off you can flip it upside down you don't get the same vibratory qualities but you can use that lip if you need to. And you learn about so little room and residence border excellent for O and M's. They're awesome. You can learn about orienting things and, where things are in space, object permanence. Stay tuned for maybe you something on that coming up and then some of the other considerations Yeah, that you wanna take into account.

>>Sarah: Okay.

>>Hillary: So there are a few things on there. Next, click. Okay.

>>Sarah: Okay, so Hillary is going to show us some pictures here on the next few slides, but this is just a list of things that you yourself can make. And so like I said, Hillary's got some pictures of the actual I and, they're things that she's made in use with her students, so she'll be able to give you all more information. As well as I'm sure ask or answer any questions if you all have any questions about them. So. Click.

>>Hillary: And, and all of those items, all those items are on the website. Those, there are. Directions for making all those on the website. On the active learning space website. For sure. Okay, so. Yeah, where you've seen that before.

>>Donna: And this room looks familiar.

>>Sarah: Yeah.

>>Hillary: This is this is an activity wall. They're really honestly should be more things on there. I think this was taken when we were still kind of developing it. Things happened, but, at any rate, if you look in the foreground, there is a resonance board and around the residence board is like patting on the floor. And this particular student, one of the reasons we did that, this particular student could knee walk. So we wanted padding, so to keep his knees safe, right? Cause that's how he ambulated himself. And just a lot of interesting things so he could sit or knee stand. We also had to stand a wheelchair and a standard for him. So we put things in all kinds of different positions so that he could. Just explore where he wanted as much as possible and then. We part of active learning is that interaction piece and so we would make routines with some of those items as well or work on the resonance board together to work on like by bilateral hand use and and things like that but the resonance board he would always migrate himself to the resonance board so it was really kind of cool to have a student that was somewhat ambulatory himself and could choose where he wanted to be and have that agency. For a great part of his day. So that, go ahead.

>>Donna: Sorry, this is Donna. Heather says very cool about the padding around the residence board.

>>Hillary: Awesome. Yeah, I thought that was cool. I have to I'll be Honest that was not me that was his classroom teacher who we kind of we really collaborated A lot of you are itinerant and I kind of used a a coaching style to ease this in to the room and by the time it got this room it was already fairly developed but we expanded it and of course like so okay that's pegboard how do you get it up there so that you know this this happened to be a high school but a lot of small towns too a lot of places have high schools with wood woodshops so they came in and helped us adhere this. They helped us make it and then actually I think in this particular case it was maintenance that came in and put it up. And one of the things that I would say to consider is making a frame this did not happen on this stuff. And we had a hard time getting things adhered to it after it was put up because we didn't have way to open it. So. Consider having making a frame and then putting a piano hinge. On the inside and that is like a hinge that's completely closed so you can't it's it's just really sturdy and it'll keep it even and not wonky. Excuse me and, then you can like have it. Click, find a way, a way to close it, your maintenance or shop people can help you with that. And then you can. Like hinge it open, change things out, do what you need to do with it. If you don't like this one, we just use zip ties all over it before it went up. But this was a teenage boy who was pretty strong and he eventually started breaking the zip ties. So talking about thinking through, you know, what at first he couldn't, but then later as he got older, yeah, he could he could break things. So we had to kind of try to figure out how to redo things. So think ahead of all of the obstacles. And then try to solve that before you permanently put something up on the wall. And then the piece and the black piece on the side is one of those invisible boards, not invisible board. The trifle board that you get from ATH for the tic tac toe stuff.

>>Sarah: Okay

>>Hillary: And then we, that was adhered so then we had a Velcro thing and we could throw and could do all kinds of stuff with that too.

>>Donna: And this is Donna Margaret says that they had the same problem with adding and changing objects on their wall.

>>Hillary: Yeah, yeah. Well, I don't know if she's in here, but, she at least the one that I got the idea for the piano hinge from because I think they did that in Mance in Mansfield. And put some things on the wall that way. So, okay, click. We doing on time. Alright, okay. So aprons, vests, gloves, scarves, belts. These are either pictures that. A lot of these are pictures I took at conferences. Some of them are things that I've made. And on the left hand side of the screen with all the little squares that's they scratch board and I actually have one here to show whenever we Get out of the presentation too. Cause it's, the one I have here is really different. And the idea behind the scratch board is that you have student with Maybe limited hand use. They really don't reach out say that they're either really tight. You know, and fisted up at their up at their chest. Maybe they're hands or even turned out or they're really low tone and they they're fighting just fighting gravity to get their shoulder girdle to allow them to reach is just too much. So you can take a scratchboard and put it where you know that they can get it and maybe that's even, you know, it's very light you make it with. Some core board or this one, you know, you could even make one with, if you know how to sew, I do not. But if you notice so you can make one with fabric so it's very light. But you can have different textures and materials on there. And just put it on their chest. And then. Their fingers make it going and then you you are watching because you're looking for tiny little movements especially if they're very physically involved. And you watch for those tiny movements. You might see the hand move just a little bit and then. Then maybe it starts moving a little bit more. And before you know, you get little more movement in those hands and they start to either relax or start to get stronger. Whatever it is you're working on. But you have to have that you have to make them interesting things that they are interested in. You can also use them for feet I don't a lot of our students do not want anything to do with their hands at least at first and so you can Put it at their feet. You can either hold it or find a way to make it available. To them on a stand or something. And I think I saw a comment.

>>Donna: Yes, Hillary, this is Donna. Carey said she's made them out of small cookie sheets. Which also have a great sound when they're So it becomes a scratch and tap.

>>Hillary: Okay. Yeah, I like that too. I like that and then I saw I really have used them for.

>>Donna: Cool.

>>Hillary: Position and grasp boards but grill pans. The with the holes in the middle with the holes. Those those in you could make that more of a scratch board too if you wanted. So.

>>Donna: And this is Don again. Susan had a question. How do you sanitize between kiddos or uses? She uses the belts and aprons, but they're hard to clean with everyone on them. Everything on them, excuse me.

>>Hillary: Yeah, yeah, yeah. Well for one thing I never shared between students. I don't know that you're thinking that that's what you meant at all. If I made for a student had something for a student, it was for that student and things never got shared. But yeah, obviously you have to make sure that they're that they're safe and clean. And a lot of times that just meant, okay, we've like. Sanitized so I mean You could lie saw something fabricy, but. Really not that you don't want Lysol in the mouth. So. Washing it, wiping it down. If they're very.

>>Donna: And it looks like Susan has a. Comment on there.

>>Hillary: Yeah, one for kid, but secretions in food. Did I see that correctly? Exactly. And sometimes you just gotta, you just gotta wash it off or maybe you tear that one section off and replace it.

>>Sarah: Yeah.

>>Hillary: So another thing that Tip I probably should have put up there's buy multiples if you figure out that some a kiddo like because I did this and I didn't think about putting in the PowerPoint if you find something that the kiddo really really really likes, get more of it. More items duplicate items or more of the fabric or more of the texture so that you can easily change it out or make more. And change them when it when it is obvious that needs to be changed. Some things like if you're looking at the belt. And you've got the say the finger fingernail brushes down there and the keys keys are metals so maybe we do just want to do a like a hand hand wipe because if I'm a I feel like if you're using a hand sanitizing wipe. Once it dries off your hands you put your hands in your mouth we're not going to be that's going to be okay. So you can do that with some of those things too, but the fingernail brushes, for example, they can come off and get washed. Actually get washed and you may talk to your you know your School District. Has people that should know also about like what cleaning supplies they might have available that are safe for kiddos and if you're at a high school and they don't know maybe find the early childhood.

>>Sarah: Okay.

>>Hillary: Because they have to sanitize everything and have some good tips and tricks too. And I'm sorry I haven't been. Implementing this and that's a really good question so you've given me something to really think through. I it's been a few years since I've I've actually been into implementing so hmm after I've actually been into implementing so hmm after kovat I'm thinking that we had a lot more. Things to to think about how to keep things super sanitized. Does that answer your question? Okay, cool. Thanks, Susan. All right, the on the right hand side is a close-up. This actually there's a faraway picture. It's in the top right hand corner of the left picture, but that's a glove and that's got the soft Velcro. On it and it also has a loop on it so you can tie tie things to the glove and or you can stick things on with Velcro and one of the things that you can you can do there is if You put it on a keto, maybe they have one side of. One hand fisted. Well, You can put it on those hand that's fisted and then the hand that has more dexterity can. Can mess with it and maybe that. Hand gets involved or you put it on the good hand and if they're highly motivated then hopefully you you're trying to encourage them to use the hand that's that they have more problems with. To interact with whatever's on there and to to loosen up. So there's an idea there. It belts and gloves and scarred these things that can be put on the body. Are also fabulous for for when you are going outside of the classroom and you need that. Student to be engaged. You want learning to continue to take place, but maybe they're going to. Something that say an assembly that everybody has to go to. And you you're concerned that they may not be fully engaged in what's going on in the assembly. So. You give them something to keep. Keep them, continuing to learn and, and practice and explore. That and you just make it appropriate for the. Area like you wouldn't you wouldn't give them something that makes a whole lot of noise like a bunch of of noise making objects. As it were, you know, if you don't, if you need them to be relatively quiet, but you can still be mindful and thoughtful about what they need to be working on. Even while they might be. In an advancement activity. Okay, click. Hey, left side. Laying. Flat, that's actually something that you I think you can still buy from Lily Works that is it's a tray it's a type of tray and I at this moment and not pull in the name of it. Up in my head because I haven't seen one in person in a really long time. But it is a lot of different, with little hooks. Screwed into the the framework of this it has a lot of different elastics and then on the right hand side it has springs. And really give a lot of different feedback and a lot of different strength as needed. To get. Those moving and they make sound. When you pluck at them. So that is think about find motor skills. With that, that's really gonna be some. Very much finger. It can also be raking, it can be raking, but the point is I think to motivate the if the child is just starting to open their hands or isolate fingers a little bit. This is something that will encourage finger isolation. As well. If your OT looks at this and says, well, it's going to do this in that, then. That's good. Because I'm not an OT and That's why I love working with OTEs because they can help me understand even better what what some of these materials are capable of. And then leaning against the the wall there is another scratch board. With other things. Yes.

>>Donna: Hello, this is Donna. Sorry, I don't see them on L Works anymore, but they are I've made a couple they're very simple to make.

>>Hillary: Yeah, yeah, just hit up your. F, DYI store, DIY store and. You can get the materials for pretty much all those materials. There and and maybe at the You're craft store. On the right hand side is a tray. And it's just an expert. I mean, it's just a tray with stuff on it. And so, but you put thought behind it. There for this particular student, there were a variety of things that the student was really interested in. And some we didn't know whether he'd be interested in them. And it's all cluttered. And this student had CBI. So look at that go, huh? Well. Couple things going on here that we did on purpose we were working on resolving that and That student's favorite item from in their little room.

>>Sarah: Yeah.

>>Hillary: Was that yellow. Scrub brush that you see right there. So the idea was and I think I did get like 20 of those. So that we would have plenty, excuse me, because he liked to hold it and then he would look, like the main eye contact he made with another person was with his paraprofessional and he would hold that scrub brush and look at the paraprofessional and then the paraprofessional had his own scrub brush and he would hold it and just affirm, yes, I have mine. There's yours and then the kid would go back to what he was doing in the little room. So then later when you were working on the interaction piece. Of active learning, they would have this tray that they would explore and talk about the items together, a lot of communication interaction, and learning about and he would find the yellow scrub brush in that crazy mess. He would always find it. So that was kind of a way to try to incorporate some of that. Resolution into. What we were doing. And just as a side note later on that scrub brush became part of a functional routine. When we would, he had a very special diet and his own bowl and then after lunch he would with assistance would help clean that bowl with that spread brush. So it was something that became a functional routine for him too. Based on his preferences. Okay, I'm gonna long rabbit hole.

>>Sarah: Okay.

>>Hillary: Yeah, I never do that, do I? Okay, on the left hand side, a really creative team.

>>Sarah: Okay.

>>Hillary: Folks not me made that for a kiddo with CVI and it is just PVC pipe that I don't know if it was that color or if they painted it and then they had the black fabric hanging. Behind it too with all of all of that students items. So it is, and the same thing on the right hand side and the one on the left was it's set. To be worth a kiddo either in supported seating of some kind and rolled up to it and the one I believe it was pretty tall but you can't get the perspective there and then on the one on the right it's hanging down closer to the ground. So that would be for a student to be under. And That could be maybe you don't have space for a little room, maybe maybe you just need to have something that you can change things out quick. Or maybe this is the particular item that you use because your. Unique learning has said we're We're focused on this this week. This is the topic that we're talking about and you want to bring topical items for them to explore into your classroom because you are also supposed to be doing ULS. So that might be the one that you change things out on to make sure that you're addressing the, the topics of the week or the month or Whatever it is you need to do there you can really do a lot of different things with that and with those and they're very they're portable they're more portable. It may be too that you have say a family and they have a very very small space and there is no way that a little room is ever going to fit in their space. Well, I mean, this is better than nothing if that is the particular type of. That your student needs to be able to independently self with self-direction repeatedly. Explore and compare and contrast things. I think as did I say question.

>>Donna: Yes, this is Donna. That's okay. Britney said, she's done the same with sprayed the PVC black.

>>Sarah: We had a comment. Oh, sorry, Donna. Go ahead.

>>Hillary: Hmm.

>>Donna: And how to shop student drill holes for the elastic.

>>Hillary: I like that. I, yeah. That would have been. Yeah, I've done the one where I tie it.

>>Donna: Yeah.

>>Hillary: It's yeah, the holes would have been better. Yep, absolutely. Okay, and that is a grasp board because the elastic is the elastics in the tubing Very important for tubing safety thing. Or short. So those items are hanging so the student can pull on them and get their hands all the way around them and manipulate them around, but when they let go or they lose the grasp for whatever reason, it's going to go back basically to the same location. So they will learn as long as you position in the same way. Because this one happened to be portable. So you can also put these like on a student desk or have them in their wheelchair and put it on a frame or slant border and all in one board. You do have to be careful. Sometimes we've done and I both in this get sea clamped or something to hold them down so they don't go flying. Or fall on the student. But, yeah, there the things will go back where they were and so the student can, oh this thing is always there and then you can get your data figuring out what things are they most drawn to and then what is it about that that they like doing like those hair curlers that are on a tube. Do they like going back and forth? Do we need to have other things that they can push to as an abacus something that we might want to start working with. So that kind of data you can get from this. And then as they. Progress. And because I don't have any pictures, I'll talk about it now. The position board. You incrementally make that elastic longer until, you know, it's like 12, maybe even more inches than that. And then when something falls, they have to actually look for it because it's going. Definitely, you know, out of their eyesight and it takes more work to get it back. So you have your engaging a whole nother bunch of muscle groups and actions and thoughts. So main concepts. So there is a method behind the madness of why it's a scratch board versus a position for board versus a you know release a grasp and yeah grabbing pulling things up to you Yeah. And then these are just interesting objects, try, maybe attractive objects, things that. I know that these were at a conference and when I went to a conference I was like okay I don't even know what that is like okay I don't even know what that is like the on the Picture on the left, the kind of the right corner, that big long gray and white with the brush, that's an electric scrubber. That I just I thought that was really interesting. Haven't found one, but it's interesting. So I love seeing what other people find and what they use because I don't always think about these things. In the top

>>Donna: I'll send you a link to the electric scrubber. Hillary.

>>Hillary: Oh, okay. Yeah, I think I need one in my kitchen.

>>Donna: And, the metal bowls are one of my absolute favorites.

>>Sarah: Yes.

>>Hillary: Yes. They have such great. Oh, we're running low on time, so we won't spend a lot of time, time here, but yeah, metal, metal makes such fabulous sound. And I know our classroom teachers love it when our students are making lots of sound, right? Yeah, so and lots of those are a lot of the ones on the left are musical.

>>Sarah: Yeah.

>>Hillary: Toys from like music therapy or you can probably buy those it commercially at different places. There's a whisk down there on the right hand side. There is like a plastic table like right in the middle with a elastic. Over it that's just like a meet, you know, Delhi meat tub with elastics, rubber bands and that that makes sound too and those are pretty much disposable. They they get destroyed pretty quick or well used as quickly and have to be replaced. So just some different things. Go to click.

>>Sarah: Okay, so we touched on the functional scheme. Earlier, but again, it's an it's an important piece. And so it's a comprehensive, assessment and it's designed to help you with your, with your active learning strategies and I think the most important piece that I always get when I hear Hillary talk about active learning as just remembering that all of these things are designed with a purpose, right? And to teach our kids skills and there it's not just a babysitting tool like we're going to give them this and hope that they enjoy it. There's that there's definitely thought process behind it. And so the functional scheme really helps you start getting very detailed information about what your student can and can't do. What skills they need, where they're at developmentally. Again, it is a collaborative process, and it's, meant to follow the student. It's not something that you just do once. It's not something that you just do once and like, oh, we've done it. It's not something that you just do once and they're like, oh, we've done it. We completed. It's going to take you time. It's a collaborative piece and it can follow the student and it'll show that progress even though it might be small progress. It shows the progress that they're making as they're using their active learning. Tools and developing more skills. And then, I'm gonna. Go that I said really fast. Donna. So I mentioned before that we can that you can check out technology from TSB. And so these are the items that are available, to be checked out. We already referenced the equipment quick guide, but in case you don't know what these items are, you can obviously learn more on active learning space, but the equipment quick guide is Hillary said, we'll give you more information about what it is and what skills it helps target, why you'd want to use it. And then the where do I order and link lets you, takes you to, oh, I don't remember now if that's someone to back to learning space or that's CTS BBI, but Donna is here so she can she can correct me if I misspeak but essentially all of the items you're, you, you can check them out. But they do have to be returned by the end of the school year. It's not years to keep just indefinitely.

>>Hillary: Okay.

>>Sarah: The equipment can be kept roughly 3 months, correct Donna, and then You

>>Donna: Yes, but they have to be back at the end of the year for you are right on that one and they are it do you request them in the same location where all of our tech loan is requested. It's a form you'll pick out and you'll choose active learning. When you go there, I'll put that link. If it's not already there.

>>Sarah: And then, thinking back to the functional scheme, one of the other reasons that we've mentioned it is when you when you are requesting when you were requesting equipment, sorry, had a brain fart on the word equipment.

>>Hillary: Okay.

>>Sarah: When you're requesting equipment, they will want to see either an AT assessment or the fine and gross. Motor section of the functional scheme. And that just, will support why those pieces of equipment are, appropriate for that student. And then the transfer will be coordinated with TSB in your district, district staff and it's delivered to your region center. Donna, is there anything I'm forgetting on the technology checkout piece?

>>Donna: Nope, that is perfect. We are updating our our inventory catalogs. So that is not up as of yet, but if you fill out an application, we will send you agreement and there's a little process to get the loan but it goes pretty fast we do it all through Docusign instead of having to mail things in. So it goes pretty quick.

>>Hillary: I will just add that. Part of the purpose of taking out and borrowing active learning AT specifically and you may already know this, y'all may all already know this, is so that you can take data and make sure before we spend thousands of before somebody spends thousands of dollars on a piece of actual lily works equipment or at that it is the the correct tool for that student and that it actually works the way you think it does and that's in so you would take data and then you can go to your administration and you can work it into your IP and you have all this data that supports the need for this expenditure funds.

>>Donna: And we do have a question in the chat. It says Brenda asks I should get an AT assessment first.

>>Hillary: Okay, if possible, but you can, active learning, you can do the functional scheme assessment. At a minimum the fine motor and gross motor sections of the functional scheme assessment. The functional scheme assessment can be purchased from Lily Works. You might also ask your Regents Regional Service Center because a lot of them have copies that you can, that you can get for, them for free. Or Texas Sensory's port network might or might not still have some of those 2. Give out to teachers. I think, I think that's all. That I have other than do you all wanna see the other scratchboard?

>>Donna: And all of the links are in the chat. If you. Didn't get the handouts. Those links. I will put in the chat as well.

>>Hillary: So if you want to get out of that.

>>Donna: I will stop your share here.

>>Hillary: And then if you if you're watching and you can't see this you can I think you can make me like bigger on the screen. So this is something I just played around with and this is all right. I'm spoiled in Dallas. I've got DISO. DA ISO. It's a Japanese store. Everything's a dollar 75 unless otherwise.

>>Donna: I loved ISO.

>>Hillary: Stated. My favorite. Nice. I'm in trouble how much I spent last time.

>>Sarah: Yeah.

>>Hillary: And it was all on active learning stuff. So this is like, astroturk that's actually really soft. And then we've got buttons and elastics and then these are like peeling stick tile. They're awesome and cupcake. Cupcake holders and then Remember these, the rats? Now these could get, you know, if you have a kiddo that's gonna, this is not something that would go in their mouth. But just this something. Difference. And then, oh, I have a belt. So this is from. This is just a belt from. Our maybe surplus so it has tolls and then I all right. I destroyed my loop turner, so I was unable to get the this elastic through the tubing. Here is, okay, you can't get my shirt is that's the tubing. And it is pretty, it's pretty wide, but. I tried, but I did. I destroyed. So just some other random things either hanging on elastic. And then I, okay, I'm lucky. But I'm able to get sometimes sample of samples of weird random things. And this is a sample of vinyl for, I guess you would put on. On a couch or on something. And if you have a kiddo that light that you're that likes to just flip things. I mean that would be an awesome.

>>Donna: Home Depot, the Home Depot, samples for their flooring and carpet is a great place to get little.

>>Hillary: And

>>Donna: Squares and if you go by because we're furniture shopping right now if you go by furniture stores they sometimes discontinue their other their their fabric books and the same with quilting and fabric stores because their seasonal fabric books will go out and so you can pick those up for cheap to nothing.

>>Hillary: Yeah. Hmm. Great, great tip and see I'm not a sewer seamstress so I don't I didn't know that and I just am I have a child in manufacturing. So he's able to get me some. Weird things sometimes. And this is so.

>>Sarah: Okay.

>>Hillary: You saw the, I didn't have one of these. This should be on a, like a hair tie. Elastic or on one of the bell, from APH, they have the bell that goes around the wrist and then you but then you can add you can add ribbon you could put bells on this or something shaky or something scratchy you could put all kinds of things you could tie them to the ribbons now you'd have to watch carefully because ribbons can get you can get tangled in them so you'd have to be mindful about that and it would probably not be something that would be good in the mouth. So just know your student and have your data. And I think I have.

>>Donna: The key chain, the key chain wrist. Rings work well too because they they're the right size to go on your on your hand and wrist.

>>Hillary: Oh. Forget all about those. Okay, I think we have to turn it back to Donna. This is .

>>Donna: Alright. Absolutely, thank you so much. And we are going to do our upcoming T times. We've got some changes happening in the new year, so we're gonna talk about that real quick.

>>Hillary: Fine

>>Donna: December seventh, Shannon Pages coming back to talk about how to pick vocabulary. If you remember, we talked about, Bliss symbols last month. So, she's gonna come back and talk to us about picking vocabulary for our both symbols, our communication systems. December fourteenth, Anita Swanson is coming back and talking about AT and music. I'm so excited because we haven't had a music session yet. And then to round out the year Stephanie Walker's coming in on the 20 first of December with our APH update. All things new, a pH, so excited. Come January, everyone keep a lookout. We are switching from the meeting format to the webinar format.

>>Sarah: Very cool.

>>Donna: So it's going to look exactly like coffee hours. We're making that switch come January. So make sure your lookout for your emails each week. With your links to come in and attend those sessions.