 All right, Susan. So welcome. We've got a lot of people here that have joined us, so that's great. I sent everybody a little introduction about Donna, so I won't spend a lot of time on it, just to say that I have met Donna at several literacy conferences, and she has an amazing background and an amazing desk for the children in our field, and I'm going to let her take it over and share her wisdom with us. And just to remind her folks, two ways to communicate. One, of course, is by chat, and the other is by putting up your hand or simply turning your mic off mute and just stepping on it. So welcome, Donna, and the way you go. Thank you, Roy, and thank you, Susan. Absolutely delighted that you reconnected with me and invited me. The content I'm going to share with you in the next hour is absolutely some of my favorite teaching content, so I'm really happy to be talking about it with you this afternoon. So it's about teaching and working smart, and so I have 45 teaching strategies in 60 minutes, which means I'm going to do a lot of talking, but I'm going to pause periodically, and Susan and Roy said they would be watching for your hands or your comments and so forth, because I would like it to be somewhat interactive so that I'm just not talking for 60 minutes staring at my computer screen. But speaking of my computer screen, I do want to tell you about the photo, because I call them my digital age babies, and these digital age babies have really caused me to hesitate, stop, and rethink how I go about teaching children in the digital age. And so on the left-hand side is Olivia, who's my granddaughter. In this photo, she's probably about three years old, and she's 10 now, and then sitting next to Olivia is Ethan, and by the way, Olivia is fully sighted. Ethan is blind, and he's three years old, and then sitting next to Ethan is my grandson Aiden, and he's about one, and he's fully sighted, and in front of Aiden is Evie. Evie is a sister to Ethan, and she is blind. And so these children all live in my community. They all go to the public school where I used to teach. And when Olivia was born, and I saw how kids in the digital age were developing literacy skills in early childhood, it was fascinating to me as a person who was really interested in early childhood education. And then I'm watching Aiden after he was born. And then at the time Ethan was my student, and then Evie was born. So my challenge was I knew that all these children would be going to kindergarten together. So Olivia and Ethan would be going to kindergarten together, and Aiden and Evie would be going to kindergarten together. So my challenge as a teacher of children who are blind was to provide these early childhood parallel experiences in literacy for Ethan and Evie that were similar to Olivia and Aiden. So it really caused me to step back from how I always taught and rethink. So a lot of the teaching strategies I'm sharing with you this afternoon came from some deliberate and intentional reflective thinking. So just so you know what I'm doing now, I left teaching about 10 years ago. I taught for 32 years here in rural Minnesota. And now I've been a consultant for about 10 years. And what that means is I just help a variety of people. I provide technical assistance. And I just help people who I say are doing a good job teaching children and just help them do it better. So I do program improvement. I do instructional coaching. I do mentoring. I do teacher training. I'm currently adjunct. In a fun way I like to refer to myself as an activist because I like to continue to see change in our field and how we're teaching. So when I present this at a conference, the objectives that I share with people are for this content is to improve effective teaching, implement strategies to improve student results, and increase collaborative strategies with parents and all team members. So this next slide about this presentation, if you look at the photo, it's this old looking prospector. And sometimes that's how I feel. You know, I've been shaking through all the content in our field. And I'm pretty old now. And what I have left when I shake through all the content is what I call these gold nuggets. So I'm sharing with you these teaching strategies that I consider to be gold nuggets. And I think a lot of the content can apply to a lot of the kids who we teach, kids who are blind and use Braille, kids who have low vision and use Trend, kids with additional disabilities. I think you can modify the content for all ages and for kids in a variety of environments. So by working smart, smart for me is an acronym. And it means systematically, it means meaningful to students and families, arranged collaboratively, results focused, and teaching effectively. So those are the things that I think about and those are the things that I, when I go and give technical assistance, I hope to help people do these things better. So just a little bit about informing our work as teachers for children with visual impairments in this day and age is I just want to say there are many competing priorities for our time with children. And I think our children are complicated, they're complex, and there are so many elements of teaching within the context of general education and the context of special education that make our teaching time with children sometimes a struggle. So we have to, when we have time with children, we have to really know those effective teaching strategies. So that's what these 45 strategies are. So I use the term accomplished teachers to talk about teachers who have mastered their content. And accomplished teachers focus on instruction. So I want you to think about what this means for you in terms of how you're able to describe what you teach, where you teach, how you teach, and why you teach. Because accomplished teachers are able to describe these elements of instruction. So my strategy number one is to just be systematic with an overall approach to instruction. So when I think about, when I was teaching, when I think about how to deliver services to children with visual impairments, I had a systematic approach that I would think about. So I would think about time for instructional coaching. I call it right, R-I-C-E. So it would be reflective practice to always reflect on what I do, how I do it, why I do it. Then instructional coaching, collaboration, and then effective instruction. And for the content in this presentation today, I'm just focusing on effective instruction. But I think very deliberately and systematically about all the areas because I like elements such as this to affect how I think about delivering services rather than just my driving time, how am I going to try and fit in the minutes that I'm required to deliver to students. So to get beyond that, I use this model of a systematic approach to instruction. So I'm just going to now jump to the agenda. So I have four items in the area of instruction that I think about in a systematic manner. I think about how we plan instruction, how we manage instruction, how we deliver instruction, and how we evaluate instruction. So I'm going to start with the strategies for delivering instruction because so often that gets pushed out by the other elements and our time with kids is very important. So now Susan said that she shared with you my handout, but I call it an instructional planning tool. I consider it more than a handout. I consider it a teaching tool. So all the strategies that I'm going to share with you are in this handout or tool. And why I call it a tool and why I put it in a Word document is I want you to be able to take this document and what I call make it your own. I want you to use this document as your own teaching tool, modify it, change it. If you share it, just always give credit to me. But I want you to make it your own and use it as an instructional tool. You can use it with individual students to brainstorm. You can use it when considering the needs of the students on your case load. So I'm going to begin with some overall instructional strategies and strategy number two is increased frequency. So this is an overall research-based effective in strategies for all children. We know in education that if you increase frequency of the content of whatever you're teaching that you're going to most likely improve student learning and outcomes. So I have an example here to get you thinking about spelling. So if you think about the application of the strategy increasing frequency to how, for example, first and second grade teachers push out spelling, you'll understand what I mean about frequency. So for example, on Monday the teachers introduced maybe 10 spelling words. They include them in a reading lesson. On Tuesday they have the students write their spelling words and they're sent home to practice for homework. On Wednesday they work with their peers in a game on their spelling words. On Thursday they write them in a sentence. They probably already looked them up in the dictionary. And then on Friday you know what happens. So Friday is the test. And how do you think the kids do? Well, they usually get 90% or more because of the frequency with which that was taught. So you know those of us as itinerant teachers are challenged with pushing out frequency. But if we find ways to do it, and that's where collaboration really comes into, it's known importance, you can increase frequency. So then strategy number three is increased variety. And if you think how I just described how a teacher in a first or second grade classroom would push out spelling words for the week, I also described the variety of ways in which she teaches the spelling words. So there's a variety of presentation methods, there's a variety of materials, and there's a variety of formats. So this is also where we're really challenged as teachers, especially when we're teaching Braille, is to create that variety of presentation of what we're teaching and use the variety of materials and in a variety of formats. And in this photo here, this was a year ago in summer. I was actually doing some tutoring and mentoring of a teacher who came to live with me for three weeks from Micronesia, and she was teaching Ethan and Evie, and they were, Ethan was nine years old in this photo, and Evie was seven, I guess. And here I was demonstrating to the teacher I was mentoring a Braille lesson. I was creating a variety in presentation and materials and formats. So what I did was use my grandchildren, Olivia and Aiden, and you can tell by their interactions that they're used to supporting and being peer supports to students who are blind. And they're doing a scavenger hunt out on their property, and so they had a list of the items they were supposed to find in Braille and applying it to this context. So strategy number four is to consider duration, and I have the note here to use QuickTask. So here's what I, is sometimes a surprise to people when I talk about duration and the use of QuickTask. Is I mean, you don't need 20 minutes to teach a concept, review a concept, and include it. You need three minutes, three to five minutes. So that's where I use the concept of QuickTask. And I have a definition for it, and it's on your instructional tool, and they're basically portable teaching activities that are easily and seamlessly delivered in many contexts. And so what it is, is I create, and you see on the sheet that I put on the screen here, daily activities, and there's just a list of things, and this came from a particular student I was teaching, back in the day, and so it was a student who needed to learn Braille, and so what I had was these specific teaching activities for all these different areas on the sheet, and I had three to five specific, what I called QuickTask, for each area. And there was a pair of, two pair of professionals who were working with this student. And so in a file box and in a Ziploc baggie for each of the teaching activities, I would have these, the materials and the activities all laid out. So if the pair of professional found three to five minutes during class time, they could quickly push in one of these activities to get that frequency in teaching activities to increase student outcomes. So I'm going to take a brief break here and ask Roy and Susan if there's any comments or questions or anything about that. Looks like everybody's riveted to your presentation. We see nothing yet. Okay, Susan, is there anything you want me to comment on? No, I'm just thinking that the QuickTask is actually, I think that would work well within our environment because so often we are not able to see the kids with the frequency we'd like. Right. So explaining in more detail the QuickTask takes an hour and so sometime if we ever have the opportunity for follow-up, I'd like to share with you. I want to talk about this photo. So this is what it looked like when I was popping in to do tutoring because when Chelsea was here mentoring her and she was doing the teaching she got sick, right? So I had to pop in and do the teaching of Ethan and Evie and that's what it looked like when I got done. So it's not a pretty site and so to manage the instructional environment that we teach in I really think that we have to manage the physical environment and plan with detail. But what you see here on the floor and spread on the couch are a lot of my QuickTask. You see the Ziploc baggies and things pulled out. Obviously I didn't get them put back in but that's one of the ways I manage the physical environment especially when I'm collaborating without others and pushing out content to others and what we call role release, right? So strategy number five is begin with furniture. When I do technical assistance sometimes I work for school districts sometimes I work for families. I always begin with the furniture in terms of I'm very particular about height. I'm very particular about how the physical environment is arranged for students to be able to read and write with the efficiency that sighted students read and write print. So you just see in this context one of the setups I mean there are a variety of setups to do with furniture but this is somewhat of an L shaped so that the student has the ability to read Braille at their desk and then just pivot in their seat to do writing. So and sometimes I chuckle when I'm new to doing technical assistance to an area and working with a teacher for kids who are visually impaired and let's say I'm working there two days in a row so it's not unusual when I go back the second day after the first day to find out that the teacher found a custodian and they worked at the end of the school day and into the evening to find furniture and redo the setup so I always chuckle when that happens. So then in terms of looking at the physical environment to always create access to materials so students can be independent in managing their own classroom materials. Then strategy 7 is a teaching strategy in terms of how you set up the physical environment and this is kind of strategy 7 is really big for me I say to consider proximity so managing the element of proximity is one of the really effective teaching strategies to influence student behavior so here you see a teacher who I mentored a number of years ago and one of the things that I really emphasize when I teach is try to minimize the amount of time that you sit next to a student and especially for kids who are being educated in a gen ed classroom this happens to be a resource setting in this photo but this little boy spent a lot of time in the general education classroom so I wanted the teacher visually impaired who you see standing in black to always as much as possible imitate the teaching style of what the student would experience in the general education classroom so I encourage teachers to stand as much as possible if they need to sit down create the environment where they sit opposite the student or then if they have to provide manual guidance and if it's important for certain contexts to sit next to the student so that's and in the background here by the way you just see a paraprofessional I call them access specialists I train them specifically to think about how they step in and step out and this is when the paraprofessional stepping out and she's doing some interlining there so I'm going to move on to instructional variables I'm going to take here Roy or Susan anybody have anything to say did I lose you guys I'm not hearing anything can you hear me uh oh it's okay Donna I was going to go look at see if I was still linked up okay okay thank you okay I'm going to talk about some strategies around instructional variables now so one of the strategy is scaffolding instructional supports so I talk about evolve your teaching and what I mean is think about how you provide initial instruction and then and the instructional supports you use in initial instruction and then how how those supports change over time when you expect student mastery and I'm going to clarify this through an example of orientation and mobility it's the easiest for me to use this as an example I'm also a certified orientation and mobility specialist so when I'm coaching others who are teaching orientation and mobility a lot of it's not unusual for me to work with teachers across time when I'm mentoring them and let's say a student is learning a route in a building so when you do initial instruction for example on teaching a student a route in a building you are giving a lot of verbal supports maybe you're pointing out a lot of tactile information and you're staying close in terms of proximity maybe you're stepping in to do some manual guidance and if it's a student who uses a cane how they're using their cane and so forth but I want you to think about how you step back and when you expect student mastery so when you expect a student to master a route you really increase that proximity you know maybe you're way down the hallway you try and limit verbal supports limit manual guidance and so forth so it's an element of instruction I encourage people to think about with greater intentionality so when you're doing academic instruction when you're doing say some initial instruction maybe how to write a sentence either print or braille you're writing that student's instructional space giving them a lot of input prompting them and so forth but when you expect that student to write a sentence independently then it should look different you should have stepped out of their space you should maybe give them an assignment and expect them to do it independently and so forth so that's and so why I point this out because when teachers are using a instruction design when they're being one on one with students sometimes it's really hard to step back when you expect student mastery so strategy nine is to consider levels of instruction and we most often consider levels of instruction when we think about reading that's where they really got pushed out back in the day so when we think about reading levels we think about an independent reading level we think about instructional and we think about frustration level of reading so when we're teaching reading this is for all kinds of reading not just teaching kids who are blind and visually impaired we try to stay away from a student's frustration level because it's challenging for them to learn at that level so when we teach a student we want to make sure we're at their instructional level and then when we want to give kids practice we want to be at their independent level so I think about all these levels in all aspects of subject areas when I'm teaching students and I think deliberately about my lessons in terms of I want to make sure I have enough information about the student so that I'm not teaching at their frustration level that I'm teaching where they can learn and then when I expect them to do something independently I need to make sure it's at their independent level and not their instructional level so strategy 10 then is to provide independent practice so independent practice should be a part of one-on-one teaching when you look at instruction in a classroom by general education teachers students spend a lot of time working independently and so often with our kids when we're working on one-on-one is sometimes I think it's hard to provide that time for independent practice because we think that we need to maximize that time when we're with them and it's really important to also give them time for independent practice because that's when we can transition those skills for when we're not there and I think it's important for kids is self-esteem that they learn that they can do independent learning activities on their own and don't always need an adult telling them what to do so strategy 11 in order to foster that is using procedures and routines and here you see Chelsea who's tutoring EGD and who I mentored when she was here and I use a lot of what I call structured learning techniques a lot of the I call it just structured learning from the area of strategies that teachers use with kids who have autism or also there's some strategies from if you google a website called peach-t-e-a-c-c-h there's a lot of structured learning but whatever you teach consider procedures and routines and here you see the procedures and routines in terms of EVE was doing some sorting activities so on her I have to think left and right here on her left hand side is what we call a stark bin and then she's got three trays and that's her work area and then on her right area is her finished bin or finished tray and so whatever we were teaching we benefited from structured learning and whatever we taught her we started with putting the items in the stark tray and then she'd work with them in the center area and then she'd finish because what this creates for kids is that context of predictability and kids who are blind really all kids like predictability and then also when you use procedures and routines it really transitions well to independent learning activities for students so strategy 12 is to provide a model when you think about general education classrooms and all the information that's in a classroom that teachers put around on board they also have a lot of models that kids have right on their desk and a model really helps kids so so often in our busy world as being itinerant teachers you know we just top in and it's like okay we got to push out this lesson and we tell rather than show and tell so if you just think about show and tell as part of your teaching style and take the time to create models for students to work from it increases their outcomes so strategy 13 is to use task analysis so I'm a golfer not so much anymore as much as I like but I am so there's a term if any of you aren't golfers that we call the sweet spot so if you see on the club it's that red spot on the club head where when you hit the ball on the sweet spot you know it through your whole body it just feels right and your ball goes sailing the way it should into the air so I call that the point for kids their sweet spot and learning is the point between knowing and not knowing and when you can find that sweet spot with kids then you can really discover where to teach to help them move forward so kids get stuck and so that's where when we really need to use task analysis break it down, collect data examine the teaching learning context and try and find and break down that spot between what a student knows and what they don't know so you can figure out how to bridge that gap so strategy 14 is to use an incentive and I just want to emphasize this is part of good teaching it's not right we all as people in general benefit from having incentives and here you have Chelsea when she was tutoring she's teaching Ethan and he loves to play games so an incentive for him in doing braille reading and writing would be to play a game with him and here they were playing Beyblades so I've learned a lot about playing and with digital age kids my grandkids keep me up to date on play skills so stay up to date on play skills strategy 15 is very prompt so I could probably talk 15 minutes about prompts this is an area when I'm coaching especially coaching paraprofessionals I spend a lot of time on so one of the things I help people learn to do is to use explicit praise when you think about I don't like to use the word feedback but I'm going to use it here because I know a lot about how sighted kids get feedback from teachers there's a lot of nonverbal communication along with the words good job, good work now the sighted kids know when a teacher says good job and good work what they did a good job on and what they did good work on and sometimes teachers don't give verbal praise they observe a teacher teaching sighted kids and their facial expression their body language and how often a child gets praise so I encourage people who are instructing kids with low vision and who are blind to use praise with greater frequency use verbal praise but then use it instead of just saying good job it would be I really like how you got your paper loaded into the braille writer you independently walk down the hall and found your classroom good job sometimes it takes some practice and that's why I coach people in doing it another thing I've learned to do over the years is to limit question asking with students and prompt with telling so instead and if you observe people when they're teaching kids who are blind they use question asking with greater frequency than they use with sighted students that's a very interesting dynamic so when I want to find out what a student knows so my prompt is tell me or show me instead of saying can you or will you and using a question and then the other area that I spend a lot of time supporting people is using explicit correction procedures especially paraprofessionals I really spend a lot of time supporting people and not using the word no but saying try again I like how you did that let's try it again and so forth and what I do with people is sometimes brainstorm with particular students and with particular subject areas and teaching strategies is what is the explicit correction procedure you can use and then I have them write it out and keep it with them so what when they're learning to use that because you and I know that students can become prompt dependent so it's a way of all these strategies are a way of eliminating that prompt dependency on students so there's a lot more to this but these are just some elements that I can quickly share with you so strategy 16 is to create turn taking opportunities and we teach one on one sometimes it's we don't think about this element nor take the time to do it but turn taking is just a really effective way to break up instruction to make it more dynamic and I just always trying to find a way to integrate peers into taking turns when I don't have peers around I use myself to take turns I use a lot of game formats when I teach to create a more dynamic lesson so anything anybody wants to say right now Susan Roy you guys still there well I'll just chime in down and say that we're at 411 we've got 19 minutes left so just keep rolling keep rolling right now it's a lot to share right yeah okay so I'm gonna just roll right through this stuff so about blind and braille I can't emphasize enough around tactile discrimination to focus on what fits under fingertips in the handout I gave you I just say it's really I don't know how I say it but it's seductive to use a lot of fun visual stuff and represent braille in other ways but there is no research that suggests that braille concepts represented in other ways helps kids learn braille in terms of what fits under their fingertips so focus, focus on tactile strategies on braille that fits under a fingertip strategy 18 is what I call individual access it kinda goes back to the provider model but I call it poster prompts if the student is getting particularly stuck on something I have them I provide a tactile example especially for braille readers so if they're stuck on particular symbols they get stuck on or numbers or whatever I have posters in braille that I put on their desk so they can refer to themselves so they can do their own self correction and so strategy 19 is to teach copying I have a worksheet here and if you think about all the ways that sighted kids learn print they're copying, copying, copying and our students who are blind have much less opportunities for copying and in order to get at that accuracy that kids need I deliberately teach copying and they have to do it with accuracy so strategy 20 is anchor materials you see in the photo this is when I was on a plane the mother next to me had a world and she created this whole play space with a roll of painter's tape so painter's tape is my friend I'm always anchoring materials for blind kids using painter's tape so they're not moving around so I don't have to be in their space holding the materials in place that way I can get out of their space and it works really well up in the top right corner you just see materials with magnetic materials I use Velcro I use Legos I use stuff that can stay in place now about low vision strategies strategy 21 is just begin accommodations early I think the earlier we begin accommodations for kids who have low vision the more likely are to use them when they get older I think multiple solutions for kids with low vision and for all our kids there's more than one right way to push out instruction and get the results you need strategy 23 is provide specialized instruction I say this in particular to low vision is because so often usually due to time we have the tendency to drop off materials for kids with low vision and then head out but I really believe in creating time to provide that specialized instruction with the tools and the accommodations in the actual classroom so for kids with additional learning strategies strategy 24 is use highly preferred content this is an old tool it's a recorder where you can record specific content I use it all the time with kids with additional learning challenges I try to use a lot of speech tools with Braille for kids with additional learning challenges because audio is frequently a preferred learning style individualized content this was a menu when I was playing a restaurant with Ethan when he was a preschooler maybe a kindergarten age and so he was really into certain foods and restaurants because he had just done a trip and so I individualized his Braille instruction with a menu strategy 26 is provide intensive training support so I use a specific coaching model when I'm working with others especially paraprofessionals and so what I'm just going to say is is again find a systematic way to train and work with others so I'm just going to move into evaluate strategy 27 is evaluate students with accuracy and with detail so if I just have an example of using this is actually Ethan when I was assessing his Braille skills a couple years ago I did a qualitative analysis of his miscues so the first few columns are miscues that you would use for any student and then over on the right hand side I added Braille errors and I separated things that were confusers and contractions and by evaluating him with this accuracy and detail I could find that sweet spot in terms of instruction in Braille. Strategy 28 evaluation with formative and summative is when you step in and do evaluation as your teaching summative is when you want to see if they master content so think intentionally about collecting information formatively and then summatively and then when you're evaluating instruction consider the variety of context kids are learning in thinking about reading and writing in English language arts math, non-academics at home this happens to be Ethan when he was younger at home with his dad they were using some refreshable Braille. Strategy 30 is collect data systematically I encourage people to think about Wednesday as data Wednesday kids are most often in school on Wednesdays sometimes they're not in school on Mondays or Fridays so those aren't great days to collect data but Wednesday is always good so just pick a day that you focus on you want to make sure you know how your kids are doing Strategy 31 then is adjust instruction so you should change what you're doing based on the information you collect on students that's why we assess and I just love this quote it pops up on Facebook periodically if a child can't learn the way we teach maybe we should teach the way we learn so I think it's an incredible guide so I'm going to talk a little bit about planning instruction Strategy 32 is apply instruction in an integrated manner so you see these bubbles of reading, writing, listening speaking so that's how kids with disabilities learn they learn all in this bubble whereas if you look at the graphic on the bottom it's this kind of hierarchy way of learning or a linear way so I try to avoid waiting and think about integrating reading, writing, listening and speaking and not waiting until a child has mastered something before I teach something else because sometimes we limit what a student can learn by thinking about instruction in a linear or hierarchical format Strategy 33 is used rubric the example I have here was for a student who had low vision who was using an assistive technology tool and so whenever you think about goals and objectives think about how you're going to measure them in a way that you can look at student progress so Strategy 34 is used curriculum as a foundation you know there's so much that we need to teach that I really when I pop in and give technical assistance I really help teachers move to a curriculum as a foundation for instruction and then it's kind of like a spring board you can spring board from the foundational curriculum but what I find if people don't use curriculum as a foundation they can be somewhat random in their approach to instruction so this gives them that systematic way to approach instruction Strategy 35 is to just take time to plan access plan accommodations and plan modifications and I don't have time to speak to it here but so often our kids not only need accommodations that need modifications and that takes some systematic planning we're really thinking about everything so when you think about a math class what materials are a student going to use to access the curriculum what other accommodations need to be in place and then do there need to be some modifications in the content so Strategy 36 is plan participation so with all the access and accommodations we can actually participate how will they engage in instruction so get into that authentic learning context and see how students participate and then plan for collaboration and I just have a map set that was used here that was a collaboration between Braille transcriber the teacher the visually impaired and the classroom teacher to for a student to access and participate in a geography lesson that was New York and then Strategy 38 is in terms of materials I just always if I'm making flashcards or if I'm making materials I think about make two so if I make two things two steps I can play games with it I can send us that home to get that frequency at home so I just always duplicate what I'm making Strategy 39 is prepare for real-time instruction especially when you think about math when a teacher may deviate from the planned lesson and realize they need to reteach something they go to the board especially for math problems so think how a student with low vision or a student who's blind is going to access that real-time instruction in a classroom so in terms of managing instruction just the tip of considering all environments and all subjects take time to know what the students day looks like where they are how they're studying in social studies science and all such areas and in order to do that my strategy is vary your schedule so this is the teacher who I've been mentoring in another state I see her about three times a year and here she's varied her schedule in order to show up and in actual this was a science classroom she's teaching teachers and having peers facilitate the participation of the student with low vision I use this phrase trunk for change if you have to create change and I know this is hard for you and Alberta but I try to show up with greater frequency sometimes several days in a row if there's something I need to implement in terms of a teaching strategy a behavioral strategy so I call it chunking my time for change I try to involve peer supports multi-age supports here you see in the photo Ethan I was teaching him mobility a few summers ago he wasn't really keen on the idea of being called a mobility lesson so I just pulled in Olivia and Aiden we went out on a penny walk Ethan had no idea I was instructing him in mobility in cane travel and they just thought it was just a fun way to play I used a lot I used community-based lessons I give touch tours this is easy this is when my mentor was here child outreach at the Amburies So, Strategy 45 is take the instructional planning tool that I sent you make it yours just don't have it sit there print it out keep it accessible as a file and modify it and change to make it yours okay that's working smart systematically meaningful to students and family, series of effectively, results focus, teaching effectively. I want to thank you for listening to my golden nuggets and here you have Ethan and his older brother Jackson playing games together and Jackson used to like to blindfold himself to put himself what he called on an equal playing level with his siblings. So, I'm done talking. Susan and Roy. Thank you so much, Kathy. Donna, I can't believe you've got that done in the hour. But you've certainly given us lots of nuggets to think about. And I think this is a great template for us to use to organize ourselves. And I'm wishing I was out there still doing this because I'm getting all excited again about the possibilities that this involves. So thank you. And I think we might just have to have you come back and be and elaborate on some of these strategies because there's a lot of good information you've provided today. So not enough time, but. Thank you, Susan. It really, I mean, I really have a blast doing this. And I last call for any questions from anybody. Any, I know Kathy's put a lot of things in the chat window. She's got lots of yeses and amazing and thank yous. Oh, and something other people that are saying thank you. So there's lots of comments in the chat window thanking you, Donna. So if everybody is finished, we will end the meeting then. Okay, thank you so much for everybody taking the time to out of your busy days at the end of your busy day. And it would be fun to stay in touch. And for those people who didn't get the handout, because I really sent it only to the PLC group, I see Tracy, buddy, you want a copy of the handout, so I will send it to you. Thank you, everybody. And Donna will keep in touch. Okay, good night. Okay, good night. Bye.