What Would YOU Do?!?!

From Autism Speaks:

The video is available at What Would You Do? on ABC.com.
Search for Autistic Child Defended in Cafe.
(embedding code isn't working)
Its a pretty special video to see if you haven't already.

On Friday, April 13th, the episode of ABC's What Would You Do? featured Lisa Goring, Autism Speaks Vice President of Family Services, and her son Andrew, 15. During the segment, actors playing a family of four, including a boy with autism, were eating in a restaurant, as the cameras looked to capture the responses of fellow customers to behaviors displayed by the boy.

EAT OUT - EVEN WITH AN AUTISTIC CHILD

Do you avoid eating out because you have a child with autism, and it's just too stressful to take him to a restaurant? We have some tips to help you avoid some common headaches when dining out at a restaurant with an autistic child.

(In the comments section below the article, please share your tried-and-true advice for managing meals out with an autistic or other special needs child! Other parents will appreciate the help.)

Pretty much everyone loves to be treated to a restaurant meal once in awhile. But when you're the parent (or grandparent) to an autistic child, dining out can sometimes be more hassle than it's worth -- for you, your child, and the people at the restaurant. But avoid it no longer! Here we offer some suggestions to deal with some of the most common issues parents face.

PROBLEM: YOUR AUTISTIC CHILD HAS A HARD TIME WITH CHANGE/VISITING NEW PLACES

There are various ways to help prepare your child for dining out. You can start with these baby steps:

• Practice the whole "eating out" experience at home first. Demonstrate reviewing a menu, ordering, coloring or enjoying another quiet pastime during the wait -- and remind him that it's important to stay in his seat.
• Have a rehearsal at a low-stakes establishment: a fast food place or salad bar/buffet establishment. Yes, the experience is a little different, but will help pave the way toward managing a meal at a typical restaurant.
• Visit a sit-down restaurant just after opening or during their slowest hours, so any problems you encounter are witnessed by as few people as possible. Consider staying only for a single course, maybe either appetizers or dessert.

Once your child (and you!) have mastered these steps, it's time for the litmus test: dining out at a realrestaurant.

>> Read more: When autism is family: What it's like living with an autistic child

When you're ready for the dining out adventure to begin, keep these suggestions in mind:

• If your child needs time to mentally prepare for a restaurant outing, let him know the plans as soon as they're set.

• Anticipate and explain changes if a place has been remodeled or you're going to another restaurant location of the same chain.

• Bring along food from home if needed, as well as any favorite toys, games or books.

• Have your kids use the bathroom before leaving the house so you can hopefully avoid grappling with the public restroom rules (or, worse -- a toilet aversion issue).

• Head off any problems at the pass by choosing a restaurant renowned for fast service (or at the very least, tell the server you're in a rush).

• Consider letting the server know of your child's special needs -- perhaps in the context of asking for speedy service, or to help explain why your son is completely ignoring the question, "So what would you like to drink, young man?"

• Stay at your child's side every moment -- and be sure not to get so caught up in the amazing nachos or a great conversation that you forget to pay attention to what he or she is doing. Autistic kids may not think twice about leaning over and swiping a few fries from the guy at the next table, or staring down the teenager in a nearby booth.

• Don't wait until juice has been spilled all over your pants before asking that your child's drink be served in a kiddie cup with a lid.

About the Author:

Nancy Price co-founded SheKnows.com in 1999, and now serves as Executive Editor and CEM (Chief Executive of Miscellany). In the midst of growing several award-winning websites over the past decade (woo!), she also served as the editor-in-chief of two national print magazines and has continued to explore her love of entertainment by interviewing bands, musicians, actors and others.

Check out her personal site at andwhatsnext.com. 

From Autism Speaks:

Skills to Consider

This list of important skills to consider when going out to eat with your child with autism was compiled by Nassau Suffolk Services for Autism. *Note: You will need to tailor these based upon your child's abilities.

Waiting
   Waiting to order food
   Waiting for food to arrive
   Waiting after for everyone else to finish eating

Ordering Food
   Making a food choice
   Ordering a meal
   Speaking at an appropriate volume
   Appropriate language to order food

Sitting Appropriately
   In the absence of non contextual vocalizations
   In the absence of any inappropriate body movements
   Sitting in an upright position
   Keeping hands down

Eating Appropriately/Table Manners 
   Pace of eating
   Using utensils
   Using a napkin
   Chewing with mouth closed

Social Skills
   Having a conversation at the dinner table
   Using excuse me, please, and thank you
   Commenting on food choice
   Accepting a denied request if food choice is unavailable

Other Skills
   Using a public restroom

Resources

The New Social Story Book
by Carol Gray
"A Social Story™ describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a Social Story™ is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all Social Stories™ developed should affirm something that an individual does well. Although the goal of a Story™ should never be to change the individual’s behavior, that individual’s improved understanding of events and expectations may lead to more effective responses."

Click here to visit The Gray Center website, and learn more about Carol Gray's Social Stories. 

Social Story App: Pictello
Pictello is a simple way to create talking photo albums and talking books. Each page in a Pictello Story can contain a picture, up to five lines of text, and a recorded sound or text-to-speech using high-quality voices. Pictello is developed for all ages and skill levels, so it is easy to use and requires no reading skills to locate and read stories. Pictello offers an easy visual story creation wizard so everyone can use pictures and sound to share important moments in their lives. Pictello is a universal app and can, without extra costs, be used on iPhone, iPod touch and iPad!
itunes.apple.com (Cost: $18.99)

Visual Supports

Using visual supports during a meal has many benefits. It can reduce anxiety and makes the activity less overwhelming. Visual supports provide a visual representation of what is going to happen throughout an activity, breaking it down into steps that can be understood by the person.

An example of a visual schedule that can be used for an eating out activity- Display steps in a restaurant routine:
1. Waiting to be seated
2. Ordering my food
3. Waiting for my food to arrive
4. Getting ready to leave the restaurant 

Visual Supports and Autism Spectrum Disorders
A tool kit from the Autism Treatment Network that introduces parents, caregivers, and professionals to visual supports and provides instruction on how to use them in everyday activities, schedules and tasks. The tool kit provides actual visual supports for parents to print, cut out and use, along with links to resources that provide more detailed information for those who want to go further. Anyone can download the Visual Supports and Autism Spectrum Disorder Tool Kit for free here.

Visual Supports Apps
Model Me Kids: Going Places
Model Me Going Places™ is a great visual teaching tool for helping your child learn to navigate challenging locations in the community. Each location contains a photo slide show of children modeling appropriate behavior. 6 locations: Hairdresser, Mall, Doctor, Playground, Grocery Store and Restaurant.
Cost: Free

First Then Visual Schedule
First-Then visual schedule application is designed for caregivers to provide positive behavior support. For individuals with communication needs, developmental delays, Autism or those who benefit from a structured environment; visual schedules serve to increase independence and lower anxiety during transitions through different activities.
Cost: $9.99

6 tips for planning an Autism friendly birthday party

2012/04/24 By Karen

Here I am planning a birthday party for my autistic son, and the blogger Autism Daddy just posted about the joy of attending an autism-only birthday party.

That got me thinking about what makes a birthday party autism-friendly. Etiquette and tradition may be bent, broken or flushed down the toilet at an autism-friendly party.

How to plan an Autism Friendly Birthday Party

1. A theme your child likes

The theme at most autism-friendly parties is “have fun without having a meltdown.”  I have never personally planned a theme-based party, but it can be very comforting to focus on the birthday person’s special interest, such as Legos, trains or horses.

2. Think about your guests

My kids usually ask for a small low-key party with just the four of us: my husband, our two sons and me.  We can spread out gifts and family activities over the course of a week so that the birthday is not overwhelming at any time.

Autism Daddy likes the idea of inviting only families from the autism community.  This allows parents and children to relax and be themselves.

My son receives a lot of support from typical peers at school, so this year he asked to invite his Circle of Friends  in addition to a few of his buddies from group speech therapy. All of the guests should be people who will be very understanding and compassionate when the birthday person needs to take a break — even if the birthday person needs to stop the party abruptly and send everyone home.

3. Find a familiar location

A birthday party is not a good time to introduce a new environment to the birthday person. For this reason, home is usually the best location for an autism-friendly party.  In my son’s case, I knew that he would run away from guests and hide in his room if the party was at home, so I suggested having the party at a place that he already knew and enjoyed. He chose the local bowling alley.

Other fun places for a party are a science museum, Build-A-Bear shop, craft studio or local park.

4. Choose favorite activities

Stick with birthday activities that are already familiar and enjoyable.  This is the right time for everyone to indulge in all of the birthday person’s preferred activities.  My son enjoys cooking, and he had a great time making pizzas at a friend’s house.  One time at our house, we mixed up a big bowl of orange play slime and let the kids get messy.  My son chose the bowling alley for his party because he likes the structure of the game.

5. An alternative to treats

I know what happens to my kids when they consume too much sugar.  I do my best to steer them away from high-sugar foods, even at parties.  I offer carrot sticks and fruit before the cake comes out.  Back when my son couldn’t eat cake due to texture issues, we substituted an ice cream cup or Italian ice instead of cake.

I’m careful to offer food only after a physical activity has been completed, because I also know what happens when a child with a full stomach and low muscle tone exerts himself.  Sometimes food allergies and intolerances are so severe that it is best not to serve any food at the party.

I send the partygoers home with a treat bag full of non-food items, such as bubbles, stickers and temporary tattoos.  I’ve also been known to give out autism awareness bracelets and jump ropes.  I once made the mistake of giving out noisemakers – I won’t do that again.

6. Accepting Gifts

Gifts can be the most emotional part of a birthday party.  Some families prefer not to open gifts at the party, and bring everything home to be opened later.  My kids do not like being the center of attention and do not like the “performance” aspect of opening gifts.  My older son will cry and have a meltdown from the pressure of opening too many gifts.  My younger son will simply shut down.

So I violate the Miss Manners guidelines for parties by requesting that all guests bring a non-perishable food item for a local emergency food bank instead of a gift.  This is successful for my sons, because they get to enjoy their parties, and they enjoy delivering the donations to the food bank.  At another birthday party, we were asked to bring a picture book to be donated to a local homeless shelter.

For many years, my son didn’t really understand what a birthday was.  He didn’t know his own birthdate, even though we repeatedly showed him on the calendar.  He just knew that some events were too much for him.  But he also knows how to have fun.  This year he was excitedly anticipating his birthday and telling us exactly how he envisioned it.  That’s why we’re celebrating.

What makes a party autism-friendly to you?  What are you celebrating?  Please share in the comments below.

The Ultimate Solution to Bullying and Meanness in Schools: A Student-Led Culture of Kindness Initiative

by MICHAEL JOSEPHSON on APRIL 12, 2012

in BULLYING, COMMENTARIES, LEADERSHIP

Podcast: Play in new window | Download

Olivia Gardner was a sixth grader in Northern California when her life began to unravel.

It started when she suffered an epileptic seizure in front of her classmates. Immediately, the name-calling began. The hallway insults and ridicule – “freak,” “retard,” “weirdo” – escalated into cyber-bullying when a few particularly nasty students set up an “Olivia Haters” website. One student dragged her backpack through the mud, and another whispered “Die Olivia” in her ear.  The taunting was so bold that her tormentors distributed and wore “I Hate Olivia” bracelets.

Neither her parents nor school officials were able to shield Olivia from this sadistic abuse and changing schools didn’t help. The bullying followed her through two other schools until her parents decided home school was the only option.

Like many teenagers subjected to extreme bullying, Olivia seriously contemplated suicide. Olivia was not a weak girl and she had the love and support of her family, but relentless cruelty inflicted by mean-spirited teenagers and condoned by a much larger group, simply wore her down, leaviing her feeling helpless and hopeless.

Fortunately, this is only part one of Olivia’s story. Part two is much more uplifting.

A small local newspaper wrote a story about Olivia’s ordeal which caught the attention of two sisters – Emily and Sarah Buder, then 15 and 17 years old. The sisters never met Olivia, but their sense of compassion and justice ignited a desire to offer her personal support.

Their initial ambitions were no broader than that when they decided to write Olivia personal letters to lift her spirits. They also asked their friends to write letters as well, never imagining that their gesture of compassion would set off a chain reaction of support, encouragement, and love that ended in thousands of letters to Olivia, a worldwide anti-bullying movement, and a successful book Letters to Olivia, edited by Olivia and her new-found friends – the Buder sisters.

This is more than a story about the power of compassion; it’s a powerful case study about the nature of leadership and the power of young people to make a difference.

Emily and Sarah didn’t set out to start a movement or write a book – they simply saw a need and decided to do something.

All great instances of leadership start with a commitment to do something and a plan to mobilize others to help.

Emily and Sarah’s leadership are a model not only for young people but for anyone and everyone who sees a problem and wants to fix it.

Leaders don’t wait for others to do something; they take matters into their own hands.

The Buder sisters’ campaign made a huge difference in Olivia’s life and in the lives of thousands of other victims, bystanders, and bullies who wrote or read letters to Olivia. But their initiative also points the way to what might be the most effective remedy to the persistent problem of meanness and cruelty that inflicts daily misery on literally millions of teenagers. (A 2010 survey of more than 43,000 high school students by the Josephson Institute of Ethics revealed that nearly half — 47 percent — of all students report that were bullied, teased, or taunted in a way that seriously upset them in the past year. Fifty percent admitted that they had bullied someone in the same period.)

Though current efforts to address the bullying problem have been helpful, every solution devised and administered by adults falls short, not because of a lack of sincerity or concern, but because the inherent qualities of bullying – how it occurs, when it occurs and where it occurs — are simply not amenable to adult intervention. In fact, adult efforts often make things worse.

I’ve written before about the strategy of the Josephson Institute of Ethics’ CHARACTER COUNTS! initiative to address the issue not in terms of anti-bullying programs, but in terms of a comprehensive effort  to create a school-wide culture of caring, where kindness and empathy simply leave no room for meanness and cruelty.

Who better than the students themselves to create this culture of caring? We are encouraging students engaged in student government, sports and other co-curricular activities to collaborate to design and administer a “We Stand Together” solidarity campaign to promote the principles of caring, compassion, and empathy, through assemblies, poster and video contests and other proactive activities including comprehensive efforts to prevent and discourage meanness in any form.

One way is to create a CHARACTER COUNTS! Kindness Corps (CCKC) of volunteer students who undertake the responsibility on buses and playgrounds, in the cafeteria, locker rooms, and hallways to protect potential victims by reminding fellow students of the student body’s commitment to kindness, and where reminders fail, to report fully all incidents to a student culture committee or school authorities.

If you want to help create this initiative at your school or simply want to learn more write us at westandtogether@jiethics.org.

__________

The Buder girls tell their own story in an article article in the Huffington Post

You can receive these commentaries by e-mail each week by subscribing at our newsletter signup page,  you also can receive them each day (along with videos and all other contents of Michael Josephson’s What Will Matter blog) by downloading our app for smart phones. Finally, you can subscribe to the podcasts from iTunes.

What is Executive Function?

Watch: Executive Function Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. If you have trouble with executive function, these things are more difficult to do. You may also show a weakness with working memory, which is like "seeing in your mind's eye." This is an important tool in guiding your actions. As with other learning disabilities, problems with executive function can run in families. It can be seen at any age, but it tends to become more apparent as children move through the early elementary grades. This is when the demands of completing schoolwork independently can trigger signs of a problem with executive function. The brain continues to mature and develop connections well into adulthood. A person's executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful. As a rule, it helps to give direct instruction, frequent reassurance, and explicit feedback. How Does Executive Function Affect Learning? In school, at home, or in the workplace, we're called on all day, every day, to self-regulate behavior. Executive function allows us to: Make plans Keep track of time and finish work on time Keep track of more than one thing at once Meaningfully include past knowledge in discussions Evaluate ideas and reflect on our work Change our minds and make mid-course corrections while thinking, reading, and writing Ask for help or seek more information when we need it Engage in group dynamics Wait to speak until we're called on What Are the Warning Signs of Executive Function Problems? A student may have problems with executive function when he or she has trouble: Planning projects Comprehending how much time a project will take to complete Telling stories (verbally or in writing), struggling to communicate details in an organized, sequential manner Memorizing and retrieving information from memory Initiating activities or tasks, or generating ideas independently Retaining information while doing something with it, for example, remembering a phone number while dialing How Are Problems with Executive Function Identified? There is no single test or even battery of tests that identifies all of the different features of executive function. Educators, psychologists, speech-language pathologists, and others use a variety of tests to identify problems. Careful observation and trial teaching are invaluable in identifying and better understanding weaknesses in this area. What Are Some Strategies to Help? There are many effective strategies to help with the problem of executive function challenges. Here are some methods to try: General Strategies Take step-by-step approaches to work; rely on visual organizational aids. Use tools like time organizers, computers or watches with alarms. Prepare visual schedules and review them several times a day. Ask for written directions with oral instructions whenever possible. Plan and structure transition times and shifts in activities. Managing Time Create checklists and "to do" lists, estimating how long tasks will take. Break long assignments into chunks and assign time frames for completing each chunk. Use visual calendars at to keep track of long term assignments, due dates, chores, and activities. Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer. Be sure to write the due date on top of each assignment. Managing Space and Materials Organize work space. Minimize clutter. Consider having separate work areas with complete sets of supplies for different activities. Schedule a weekly time to clean and organize the work space. Managing Work Make a checklist for getting through assignments. For example, a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc. Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems.

From The White House: Hello Everyone, In order to help keep you more informed, we host monthly calls to update you on various disability issues as well as to introduce you to persons who work on disability issues in the Federal government. This call is open to everyone, and we strongly urge and ask that you distribute this email broadly to your networks and listservs so that everyone has the opportunity to learn this valuable information. I would encourage you to call in about five minutes early due to the large volume of callers. The conference call information is below. Date of Call: 4/30/2012 Start Time: 2:00 p.m. EDT (dial in 5 minutes early) Dial in: (800) 553-5275 Code: "Disability Conference Call" For live captioning, at the start time of the event, please login by clicking on the link below. Please only use this feature if you are deaf or hard of hearing. http://www.fedrcc.us//Enter.aspx?EventID=1936760&CustomerID=321 This call is off the record and not for press purposes.  If you received this email as a forward but would like to be added to the White House Disability Group email distribution list, please visit our website at http://www.whitehouse.gov/disability-issues-contact and fill out the "contact us" form in the disabilities section, or you can email us at disability@who.eop.gov and provide your full name, city, state, and organization.

Greetings: The Top 10 Ways Not to Greet Your Child

How do you like to be greeted?  Doesn't it make you feel good and secure when someone gives you their full attention and an enthusiastic greeting?  Well think about how your children feel when they see you in the morning, after school, or when you pick them up from an activity.  At these times, loving communication is key. 

So, here are the top 10 ways not to greet your child:

• You're on the phone
• You're texting
• You're on your computer
• You're checking your calendar
• Asking what homework they have
• Correcting them as soon as you see them 
• Bringing up something they recently did wrong
• Not making eye contact with them
• Not smiling at them
• Letting your bad mood make you grouchy with them

 © 2010 iMOM. All Rights Reserved. Family First, All Pro Dad, iMOM, and Family Minute with Mark Merrill are registered trademarks.

Strategies for Meeting All Students' Needs

By Laurie Wasserman

• 
  

Whether you're a special education teacher or not, you likely teach students who are on the autism spectrum or who have learning disabilities, dyslexia, ADHD, anxiety disorders, or emotional disabilities.

Differentiating instruction for such students can be challenging. But as an urban middle school teacher with more than 30 years of experience, I've identified some strategies that increase the chances that we're meeting all students' needs on a daily basis.

Collaborate with colleagues. I currently work with a teacher team that is well-synchronized when it comes to serving diverse learners.

As a learning disabilities teacher, I ensure that, from day one, all teachers are familiar with our 6th grade students' individualized education plans (IEPs) and necessary modifications.

Two sections of students in our grade are co-taught by special education faculty and content-specific teachers. Our paraprofessional and I alternate each day between the two sections. We move from class to class alongside our students, carrying binders with copies of all student materials so that we can co-teach alongside our colleagues.

Throughout the year, I co-plan with teachers, discussing tests, quizzes, projects and just day-to-day routines. We work on progress reports, reflect on our teaching strategies, and share concerns about students who may be struggling.

Cultivate consistency. For some of our 6th grade students, the shift to middle school is their first experience with "changing classes" throughout the day. Some consistency across classes can be helpful for students who have IEPs and those who simply need familiar routines and structure.

In each class, the general education teacher posts an agenda for the day on the board. And all classes begin with some kind of opportunity for students to review material or make the bridge to a new topic. A "science starter," for example, might require students to describe what phase of the moon occurs during a solar eclipse, or math class may begin with a quick problem that asks students to translate fractions into decimals. This provides all students with the opportunity to connect the class with previous learning.

The homework, posted on the board, is always explained verbally and accompanied by reminders to "take out your agendas and copy this down." Co-teachers circulate the classroom to ensure each student is copying information correctly.

We use common policies and procedures across classes. For example, if students forget to turn in major projects or take tests when they are absent, they'll find an "IOU" task listed on the blackboard.

Develop a student-centered mindset. Our efforts to boost learning are most effective when we share the same philosophy: It's about the kids, not us.

From the English/language arts teacher to the art teacher, all of us know about students' modifications: "who needs what" for tests, quizzes, classwork, and homework. Most students with learning disabilities (along with many of our English-language learners) use word banks when completing homework, classwork, and tests. For students who have difficulty copying, teachers provide printed copies of all notes, although they expect the students to try note-taking (often a goal in their IEPs). Some readers have access to novels on CDs. In math class, some use math reference sheets, a multiplication chart, and calculator—even on tests.

But a "student-centered mindset" goes beyond initial modifications: We pay close attention to individual students' progress and adjust our approaches throughout the year. If a student is struggling, our response isn't, "Well, that doesn't surprise me!" or "I've done my part—oh well." Instead, it's, "Why is this student struggling and what can we do to help?"

For example, sometimes it turns out that a student hasn't done her work because she needs a less distracting environment or additional guidance in understanding the project. We respond by offering opportunities for her to get an early start on projects and long-term assignments, both during and after school.

Our 6th grade team also made this decision: If any student performs poorly on a test, we analyze the data, then work with him or her individually or in a small group to re-teach the skills and concepts. Then students have the opportunity to retake the test after school or at lunchtime.

Set aside time to focus on study skills and extra support. Most students with IEPs attend a class that focuses on development of organizational and study skills. We also use this time to review concepts and guide students in understanding homework assignments. Because our paraprofessional and I have been observing and supporting students in all of their classes, we can make strategic decisions about how to structure this time.

Use multiple forms of assessment. Tests are never more than 35 to 40 percent of a child's grade (which also includes consideration of classwork, homework, participation/preparation, and projects). This ensures multiple opportunities to demonstrate knowledge and understanding in a variety of ways.

Draw on other professionals' expertise. Serving all students effectively requires us to pull in others promptly when students need specialized assistance. We have to be aware of when it's time to do so—and whom to contact. Our team regularly calls on our speech and language therapist, reading teachers, occupational therapist, school psychologist, and guidance counselors to advise us or to work with students on specific issues.

Partner with families. Last, but certainly not least, it's critical to involve families in the process of reaching all students, as some of my Teacher Leaders Network colleagues have been discussing this month at Teaching Ahead. Our 6th grade team's weekly common planning time provides an opportunity for families to meet with us as a group. We're flexible—if a parent or guardian is unable to come into the school, we set up phone meetings, check-ins with the team over email, and/or weekly progress reports.

I work with a great team this year—and I shudder to think that some of you may be reading this and thinking, "Yeah, this would be useful, if I had different (fill in the blank: administrators, colleagues, support staff, planning time)."

I know what you mean—I've been there—but I also think that you can, as Gandhi put it, "be the change you wish to see in the world." Be the one to push for common planning time (and to use it well). Be a dissenting voice when others say a particular student is a failure. Be the one who inspires colleagues to think outside the box about how to support that student. Be a teacher who is committed to helping all students succeed. You are not alone.

Laurie Wasserman has been a special education teacher for the past 31 years. She is a National Board-certified teacher, new teacher mentor, member of The National Writing Project, and a Teacher Leaders Network member. She is also a co-author ofTEACHING 2030: What We Must Do for Our Students and Our Public Schools, Now and in the Future. Her passions include teaching, collaborating with fellow educators, and helping new teachers.