bentonacademy

Benton Hall Academy Teacher Follows Family's Footsteps

Thu, 05 Dec 2019 21:22:25 GMT

NASHVILLE, TN (WSMV) - Many of us still fondly remember our favorite teachers from grade school, high school and college.

News4 recently visited Benton Hall Academy where we met Joanna Glick, an elementary school teacher, who instructs students with autism. We also observed how a classroom can be many things to these students, including a place to learn, get approval, and sometimes just be a kid. While that can lead to some lighthearted moments, it also means teachers must stay on their toes. They have to be ready to handle constant interruptions and distractions that can easily derail daily lesson plans.

Jimmy Purcell runs Benton Hall Academy. He describes teachers like Joanna Glick as special, dedicated, professionals, who shine in the classroom. “We've got 2,400 families and students that have come through since 1977. Our students are guys that just don't do well in a bigger school setting. They need a little more support, a little more nurturing," Purcell said. Glick is a former Brentwood middle and high school teacher. She recently started working at Benton Hall Academy and says making sure her students get what they need is a top priority. "I teach students with learning differences. So sometimes things that might have gone easier or more smoothly in the classroom can take a lot longer to get through," Glick said.

Glick’s mother, Kathie Franzke, a former teacher herself, came to Benton Hall Academy to watch her daughter work in the classroom. "It's kind of fun to have the roles reversed. She just sat and watched me teach,” said Glick. Franzke was asked what she thought when she saw Glick working with her students. “It was great seeing her daughter in action. Just a great sense of pride and excitement," said Franzke. “I think as she got older I saw her connect with children wherever she went. There was that connection that just doesn't happen and she related to them so well.” Glick credits her mom for giving her the patience and desire to help all students learn and grow.

"Even just seeing the look on their face when I say you got it, or awesome job, and that lets them know that they've learned, and that you can know the answer, and you're very capable, and that's what excites me most,” said Glick. Her mother was beaming from ear to ear after listening to her daughter talk about her students. "I just loved hearing her describe all of that, because that part has never changed over the years, how a teacher feels when her student gets it,” said Franzke.

Both women also smiled when talking about a recent picture they saw of Franzke’s 5-year-old granddaughter Reagan in her playroom at home. It showed Reagan and her younger sister Macklyn in a make-believe classroom where Reagan was clearly pretending to be a teacher. Franzke said Reagan told her she wants to be a veterinarian when she gets older, but Glick had a different take. “She’s not going to be a veterinarian. No. She's going to be a teacher,” Glick said. And she might be right. Based on the picture of the two young sisters, don’t be surprised if young Reagan follows in her family’s footsteps and becomes a teacher one day.

The boy with special needs who changed David Briley's mom's life

Wed, 27 Nov 2019 19:44:32 GMT

When Jeannine Briley saw how a school helped her friend's son, Briley knew she had to get involved -- and now she's the board chair for Benton Hall Academy

Shy and withdrawn, Andrew Van Cleave spent a fair amount of time in corners of his classrooms when the boy started attending the private Benton Hall Academy in Brentwood, a 3-12 school for students with learning differences.

He had some challenges pronouncing words, and the boy — eventually diagnosed with autism — walked with a different gait than most other students.

With guidance and support from teachers and other students, though, Van Cleave started to come out of his shell, especially after he joined the soccer team.

“A lot of our guys aren’t touchy-feely, and that’s OK,” longtime Benton Hall head of school Jimmy Purcell said, “but that didn’t deter Andrew from having contact playing soccer. He’s tough as nails.”

Soon, Van Cleave built a tribe of friends, often joining in conversation and goofing around with fellow soccer team members on the bus to away games.

At graduation, Van Cleave’s parents and their friends gasped and cried when he was awarded the school’s top prize for students.

“You should’ve seen the smile on that boy’s face,” said Jeannine Briley, a family friend who was sitting next to the Van Cleaves that day. “You could tell, he was very happy.”

The transition inspired Briley, mother of former Nashville Mayor David Briley, to serve the 48-student Benton Hall Academy since. She recently began her second term as chair of the school’s board.

Briley, 78, had a front-row seat to an inspirational transformation.

“The change in Andrew was monumental,” she said. “Now, this school is my cause.”

'He never sat on the sideline'

As a toddler, Van Cleave was slow to meet developmental milestones.

A day care teacher eventually asked his mother what the boy’s diagnosis was.

Surprised, his mother, Mary Layne Van Cleave, shot back: “Andrew doesn’t have a diagnosis. What are you talking about?”

The teacher persisted, though, and the boy’s parents took him to Vanderbilt pediatricians, who said he had sensory integration disorder and difficulties with communications and fine and gross motor skills.

That made sense to Briley, who got to know the family because she worked with Mary Layne Van Cleave at the Tennessee Hospital Association.

Briley knew the boy didn’t like physical contact.

“You were very cautious about touching him. He kept his distance,” Briley said. “I would hug the sister, but I wouldn’t hug Andrew because I knew he didn’t like that.”

The Van Cleaves started their son in various treatments, physical, occupational and speech therapies, and they looked for a school where he would thrive.

After visiting several, Mary Layne Van Cleave — COO of the Tennessee Hospital Association — decided on Benton Hall Academy, where every teacher knew every student and could name each student’s diagnosis.

“I really wanted him to be in a place where he didn’t feel different, and yet, I wanted him to be challenged,” she said. “At Benton Hall, he never sat on the sideline.”

Andrew Van Cleave participated in paintball, canoeing, hiking, caving and eventually became captain of the soccer team. He rarely if ever missed a day of school, even when he didn’t feel well.

“I saw Andrew evolve over the years, from being that shy and quiet young man to really finding his tribe,” Purcell said. “He’s got a great laugh and a great soul.”

Now 32, Andrew Van Cleave works part time at a Michaels crafts store and volunteers part time at the Adventure Science Center. He lives with his parents and likely will need some form of assistance for the rest of his life.

Still, he lives with confidence, Briley said, and he loves playing basketball and going to Vanderbilt basketball games.

“He’s become more comfortable in his own skin. He’s secure in who he is,” she said.

That motivates Briley to keep going.

“When we look at how successful Andrew is today, we want to continue that practice for future students. It feels satisfying to see a child who comes into the school who has little self-esteem and then see them graduate,” she said. “It’s very satisfying for me to be part of that process.”

ChanceLight Behavioral Health, Therapy and Education Names John McLaughlin, Ph.D., to Board of Directors

Mon, 25 Nov 2019 18:05:03 GMT

ChanceLight Behavioral Health, Therapy and Education , the nation's leading provider of behavioral health, therapy and education solutions for children and young adults, today announced John McLaughlin , Ph.D., has transitioned from ChanceLight Executive Vice President to a member of the Board of Directors.

"Both our company and the board established by the Halifax Group, our private equity sponsor, will benefit from John's perspective as an educator and as a member of the ChanceLight family for 20 years," said ChanceLight CEO Mark Claypool . "John is a respected and experienced educator and administrator, an award-winning author and a recognized education thought leader."

Over the past 20 years, McLaughlin led business development, government relations, acquisition and research functions that were vital to ChanceLight's ability to provide services to its students, clients and patients. Most recently McLaughlin directed the company's Research & Analytics unit, which evaluates initiatives, provides reviews of literature, examines specific performance inquiries for school district partners and conducts and publishes original research.

McLaughlin has written extensively about the interface of public education and private capital, and co-authored two books with Claypool entitled, We're in This Together: Public-Private Partnerships in Special and At-Risk Education and How Autism is Reshaping Public Education: The Unbundling of IDEA .

Before joining ChanceLight, McLaughlin published the influential Education Industry Report and was a tenured associate professor of educational administration. In 1977, he founded Benton Hall Academy, a Nashville -area school for students in need of a small and caring environment. McLaughlin has served on several boards and advised numerous investment groups, operating companies and education organizations.

More about ChanceLight
ChanceLight® is the nation's leading provider of behavioral health, therapy and education solutions for children and young adults. We change the direction of children's lives by offering them the opportunity to create successful, independent futures. ChanceLight serves nearly 19,000 clients and students each year at more than 150 locations in more than 20 states. We work with children and young adults who have special needs, or who have autism spectrum and other behavioral disorders; infants, children and young adults who have complex medical and developmental needs; and middle- and high school students who have dropped out of school or are at risk of dropping out.

Benton Hall Academy Invites All to Open House

Fri, 22 Feb 2019 18:02:04 GMT

As parents evaluate their student’s progress this year, Benton Hall Academy is promoting its educational style as an option via an Open House to be held on April 11 from 5:30 – 7:00 pm. Prospective students and their parents can learn from teachers, administrators, board members, present students and their parents about the unique educational approach of BHA.

As a parent are you asking yourself some or all of the following questions about your child’s present educational delivery system:

· Is my child challenged to their full potential?

· Is my child accepted and encouraged by educators, administrators and students in their present school setting?

· Is my child learning excellent study, organizational, social and life skills?

· Is my child excited to go to school or do they dread it every morning?

In announcing the event, Head of School Jimmy Purcell noted, “The best way for prospective parents and students to fully understand a BHA education is to visit the school, talk with everyone involved in their child’s education, and learn how we approach each student’s education by specializing it to their needs.”

Parents and students are cordially invited to attend the Benton Hall Academy Open House on April 11 from 5:30 – 7:00 pm. The school is conveniently located at 5555 Franklin Pike, Nashville, TN 37220. For more information, contact us at 615-649-5591 or check out our website at: https://www.bentonhallacademy.org/

Our Mission: Benton Hall Academy is a place where children who learn differently, are educated with compassion, inspired to discover their strengths and maximize their potential.

BHA Middle Schools Students Learn About Biomes Through Unique Project

Tue, 19 Feb 2019 17:42:45 GMT

At Benton Hall Academy, learning isn’t always relegated to one subject area at a time. Recently, students learned science, social studies and language arts through an interdisciplinary project focused on the subject of biomes. Led by educator Denise Johnson, seventh and eighth-grade students researched a specific biome and shared their new-found information with each other through an adventure travel advertising campaign.

American scientist and textbook author, Neil Allison Campbell, defined biomes as the world’s major communities, classified according to the predominant vegetation and characterized by adaptations of organisms to that particular environment. In completing their project, students explained what a biome is; identified the differences between the following classifications: desert, forest, grassland and tundra, and described the plant and animal life of each biome. Finally, in order to demonstrate what they had learned, they developed a presentation promoting that the rest of the class travel to their biome.

Ms. Johnson has over 30 years of classroom experience, 22 of them teaching at BHA. She chose this project for her students as a culminating activity to show understanding of ecosystems as learned this fall in Environmental Science studies. “I designed the Biomes assignment to allow students the freedom to choose their own way of showcasing new knowledge,” Ms. Johnson said, “In the end they strengthened their understanding of the subject, demonstrated their individual creativity, and enjoyed the learning experience.”

A unique aspect of a BHA education is that instructors have the ability to recognize and adapt to the different academic levels of their students. As students worked throughout the six weeks, Johnson noted that due to their varied abilities, some needed to work in teams to complete the project. In that case, rather than researching and writing about two destinations, they agreed to focus on one location for their presentation and they limited it to ecological points of interest. Although some students were relieved when told they could limit their project to one destination, others went ahead and completed the project with two locations.

In the end, all of the students had the opportunity to vote for their favorite adventure travel location. Who won the most votes? Evan M.’s Power Point presentation, A Travel Brochure About Spain and Its Many Wonders, was the winner! “I enjoyed the whole process and appreciated showing the audience what I learned,” Evan M. said.

BHA Middle Schools Students Learn About Biomes Through Unique Project

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Interdisciplinary projects are great learning tools for many reasons; they prepare students for the “real world” where work is not always divided into school-based subject areas; they help learners to develop broad-based skills such as critical thinking, communication and analysis, and they instill a passion for learning. “Project-based learning is beneficial to all students because they are graded on a broader scale that includes all of the skills they have mastered, not just the specific information,” Ms. Johnson said.

An interesting outcome of the biomes project according to Ms. Johnson was that some students expressed an interest in becoming an Adventure Tour Guide. Who knows where a BHA student might lead us somewhere in the future?

Benton Hall Academy is conveniently located at 5555 Franklin Rd., Nashville and is a school that is dedicated to ensuring that children who learn differently are educated with compassion, where children who struggle academically and socially are inspired to discover their strengths and maximize their potential, and where children who have been on the outside looking in are invited to belong. BHA is proudly accredited by NCA & SACS, an accrediting division of AdvancED. For more information on Benton Hall Academy, contact us at 615-649-5591 or check out our website at https://www.bentonhallacademy.org/

BHA STUDENTS ARE THANKFUL FOR…

Thu, 27 Dec 2018 14:46:21 GMT

Like many folks around the country at this time of year, Benton Hall Academy students took some time to share a delicious meal with family, friends, and faculty and to reflect on what is happening in their lives for which they are thankful. The annual BHA Thanksgiving Feast was held on November 16 with over 120 attending and enjoying the various pot luck dishes brought by guests along with the traditional turkey and ham provided by the school.

Some of the things that our students took the time to acknowledge include:

When asked what is something you’ve learned this week that you are thankful for, Elise (a Junior in High School student) said, “I should be more thankful for the friends I have.”

Isiah, a Sophomore, said that he is thankful for “…family, friends, sports, my dog and life.” Eighth-grader Evan added, “…this school and my teachers.”

Favorite Thanksgiving traditions included making the food, spending time with family, having a Thanksgiving feast with family, and “…eating turkey with my cousins and my sister.

Deciding to attend Benton Hall Academy was the biggest accomplishment of the school year for one student. Ruby, an eighth-grader, also noted that because of having friends beside her, she was able to overcome the obstacle of self-doubt.

When asked who is a teacher or mentor that has made an impact on your life, two students said it was Ms. Kathy because, “…she has always been easy to talk to and to help me with my work,” and “…she has been an astounding teacher.”

Finally, our students have shared some very sensitive and deep quotes for all of us to think about going forward:

“Sometimes you gotta fall before you fly.” – Sleeping with Sirens

“The earth has music for those who listen.” – George Santayana

In the end, through the annual Thanksgiving feast, BHA provides a period of time for students, family and staff to slow down and count their blessings.

Benton Hall Academy Launches Speakers Series

Tue, 30 Oct 2018 20:11:28 GMT

NASHVILLE, TN October 30, 2018 – Benton Hall Academy announced today that the first topic in its 2018-19 speaker series will be “Helping Kids & Teens Have Fun and Succeed in Sports.” A.J Heritage, Ph.D. and Licensed Clinical Psychologist at Southeast Psych Nashville will address the necessary balance between excelling in sports activities and enjoying the experience. The event will be held on Thursday, November 15, beginning at 7:00 pm at the school.

Many parents struggle with balancing their child’s participation in sports. Do you encourage your child to participate in only one sport with the idea that they will master that sport with potential positive outcomes? Do you allow your child to try many different sports for the enjoyment and learning aspects of team involvement? How much should your family invest in coaching and training? How do you help your child to learn how to stay with a commitment to a sport and how do you know when your child is just burned out on being on a sports team? Parents, grandparents and interested families are welcome to attend.

Dr. Heritage is an adjunct faculty member in the Department of Psychology Counseling and Family Science at Lipscomb University and acted in that same capacity at Tennessee State University’s Department of Psychology. He received his bachelor degree in Psychology from Hamline University of Minnesota and his Master of Arts and Ph.D. in Psychology from Vanderbilt University. He has conducted several presentations on the subjects of adolescents and sports.

The remainder of the series will pick up again after the holidays and all are welcome to attend.

New Play Structure Installed at Benton Hall Academy/Nashville Korean Presbyterian Church

Wed, 24 Oct 2018 18:34:15 GMT

As Benton Hall Academy and the Nashville Korean Presbyterian Church move into the third year of their co-location partnership, several capital improvement projects are underway. One of the first projects is the installation of a new play structure on the south side of the building.

According to Head of School, Jimmy Purcell, the former play structure was over 10 years old, was no longer securely anchored and was dry-rotted. “This equipment is used daily at BHA and we’re excited to provide a new, safe experience to our students,” he noted.

The BHA/NKPC partnership has allowed both organizations to fulfill their missions. BHA has benefited from a centrally-located building close to I65 and NKPC believes that the co-existence meets their desire to keep the building in use during non-church-event hours.

In the end, a picture is worth a thousand words…

Benton Hall Academy Invites All to Open House!

Wed, 24 Oct 2018 18:21:09 GMT

As parents evaluate their student’s progress through the first 2 months of the 2018-19 school year, Benton Hall Academy presents its style of education as an alternative via an Open House to be held on October 25, from 5:30 – 7:00 pm. In addition to learning from teachers, administrators, present students and their parents, and board members about the unique educational approach of BHA, interested families can visit with several post-high school programs offered in the Middle Tennessee area.

At this time of year, parents may be asking themselves some or all of the following questions about their child’s present educational delivery system:

· Is my child challenged to their full potential?

· Is my child accepted and encouraged by the educators, administrators and students in their present school setting?

· Is my child learning excellent study, organizational, social and life skills?

· Is my child excited to go to school or do they dread it every morning?

Many of these questions will be addressed at the Open House while parents and their children tour the facility, meet the faculty, talk with present students and learn more about the mission and purpose of BHA. In addition, representatives from the following post-high school programs will be available to discuss their unique approaches to “life after high school.”

· College Living Experience – Since 1989, College Living Experience (CLE) has been providing transition supports to young adults with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD) and other varying exceptionalities. The CLE team is dedicated to providing the highest quality of individualized services across the areas of academics, career development, independent living, and social skills. It’s these wrap-around supports that help each student experience independence as they transition to college, pursue a career and build a life away from home. For more information: https://experiencecle.com

· IDEAL (Igniting the Dream of Education and Access at Lipscomb), Lipscomb University – IDEAL is a two-year, non-residential certificate program that is designed to encourage and support students with Intellectual Disabilities/Developmental Disabilities (ID/DD) to experience college as their peers do. IDEAL students between the ages of 18 and 26 and who have completed high school take classes, go to sporting events, complete internships, eat in the cafeteria, attend chapel and enjoy just being a college student. For more information: https://www.lipscomb.edu/education/special-programs/ideal-program

· Next Steps at Vanderbilt University – Next Steps at Vanderbilt was launched in December 2010 supported by the Vanderbilt Kennedy University Center for Excellence in Developmental Disabilities (VKC UCEDD). It is a 4-year inclusive higher education program committed to providing students with intellectual disabilities inclusive, transformational postsecondary education in academics, social and career development, and independent living, while honoring equality, compassion, and excellence in all endeavors. For more information: https://peabody.vanderbilt.edu/departments/nextsteps/index.php

Parents and students are cordially invited to attend the Benton Hall Academy Open House on October 25 from 5:30 – 7:00 pm. The school is conveniently located at 5555 Franklin Pike, Nashville, TN 37220. For more information, contact us at 615-649-5591 or check out our website at: https://www.bentonhallacademy.org/

Our Mission: Benton Hall Academy is a place where children who learn differently, are educated with compassion, inspired to discover their strengths and maximize their potential.

Benton Hall Academy Celebrates First Day of 2018-19 School Year

Wed, 19 Sep 2018 18:25:19 GMT

If you have an opportunity to visit a school on the first day of classes, regardless if you are a student, parent, or grandparent, you probably bring various memories of what you personally experienced during your school days in the past. Many of us dreaded that first day and the return to a regimented schedule, others looked forward to reconnecting with old friends or meeting new friends, and all of us experienced the ambivalence of entering the doors of a new school for the first time.

Today on the first day of school, as I talked with Benton Hall Academy students during their lunch period, I heard similar stories with a new generation of young people.

Fourth-grader Owen Jenks is going to miss his summer activities of playing at home and having lots of time to read his series books. Wade Gross, an 8th grader starting his fifth year at BHA, is looking forward to classes and working on projects, because he “…likes to keep busy.” Senior Michael Sarmento is happy to be back for the “…good food, good teachers and good classes.”

The Elementary School students were focused on their lunches and shared with me some of their favorite summertime activities. Jentry Magee who is in 4th grade and starting his first year at BHA enjoyed paddle boarding at the beach.

The Middle Schoolers were more animated, participating in a deep discussion about video games. Molly Bain, a 7th grader, told me that she liked that there were more students in her classes this year. She also likes Science and Art, especially the combination of both.

Finally, the High Schoolers freely expressed their opinions on coming back to school. Tenth-grader Brady Hofferbert said that returning to the school schedule is “…a lot like jet lag; you get used to it after a while.”

At the same time, parents have their own memories in addition to their children’s first-day-of-school experiences. Brady’s Mom, Shannon Hofferbert, reported that Brady was happy to reunite with teachers and friends and that he’s pleased with his classes and schedule. With Brady off to school, Shannon was able to “…scrub the house.” The Hofferbert family is anticipating a good year at BHA. “Brady has blossomed,” she said. “When he received his first report card at BHA,” Shannon noted, “with tears in his eyes, he said, ‘Mom, I’m smart!’”

With Benton Hall Academy families, just like any other educational situation, first-day-of-school experiences make a strong impression and the memories stay with us throughout our lives. Have a great school year, everyone!

Stopping Tantrums Before They Start

Sun, 01 Jul 2018 00:00:00 GMT

Most parents have experienced the mortifying experience of having our children throw tantrums in public. Maybe you’ve had dinner ruined, had to leave a friend’s home, or even had to go and pick up your child at school because of such behavior.

At this point, it’s usually best to quietly recite the serenity prayer.

Grant me the serenity to accept the things I cannot change;

The courage to change the things I can;

And the wisdom to know the difference

For those of us with children on the Autism Spectrum, with ADHD, or with other behavioral disorders, these tantrums can be crippling. We may hesitate before accepting an invitation, or decline some invitations altogether. When tantrums are frequent, they can wreak havoc on both our child’s and our own social lives.

It’s not easy. And there’s no silver bullet for such behavior, even if Super Nanny says there is. Sometimes good old-fashioned consequences and follow-through aren’t enough. Many children on the Autism Spectrum or with ADHD are so completely absorbed by their emotions in the moment, they’re unable to make the connection between their behavior and the consequences, no matter how severe and consistent those consequences are.

We experience this with students as well, and one thing that can help is pre-correction. Pre-correction is the practice of giving your child a heads-up that he might be encountering some unpleasantness (ie. a tantrum trigger) and telling him how you expect him to behave if that occurs.

How to pre-correct effectively:

Know the triggers: Keep a record of how often your child has a tantrum and what triggers it. It’s also a good idea to make note of the tantrums’ severity. On a scale of 1 to 5, how bad was it? This is important because even if it feels like you’re not making progress, knowing that the tantrums are slightly less intense is a good sign that pre-correction is working. Progress is progress, no matter how small.

Be clear and specific about your expectations: If your daughter melts down at birthday parties when the host is opening presents, explain to her how she should behave. “When Caroline opens the gift we gave her for her birthday, I would like you to stay seated and quiet. This is her day and these are her gifts. You’ll have your turn when it’s your birthday.”

Rehearse/Practice: Act out the birthday party scenario at home before the party. Make it fun. Kids love to pretend, and it gives them the tools they need to control themselves when they feel they’re losing control.

Have a safe place: If the child feels he can’t control his behavior, have someplace he can go to try and calm himself. It could be the bathroom, the back deck, another room, wherever. Knowing he can go somewhere else to lose his temper can be a great relief to him and may be enough to prevent the meltdown.

Most importantly, do not worry that people are judging you or your child. Life is difficult for everyone, even for parents with kids who don’t have frequent meltdowns. Know that those around you, for the most part, really do understand. We’re all in this together.

ADHD and Sleep Issues? Try a Little R.E.S.T.

Tue, 01 May 2018 00:00:00 GMT

Think back to those all-nighters you pulled in college, cramming for exams. While you might have survived the test, imagine if you’d been graded on your performance throughout the rest of that day. Chances are you wouldn’t have fared too well.

Yet that’s what we do to our kids at school. Sleep issues are very common in children and adults with ADHD –and while ideally, we’d let kids come to school when they’re well rested, society just isn’t structured to accommodate everyone’s need for a good night’s sleep.

There are, however, strategies you can use to greatly improve your child’s chances of arriving at school rested. And REST is the key word to remember.

R.E.S.T. = R outine, E xercise, S timulation, and T alk

Routine

Have a set bedtime so your child’s body becomes accustomed to going to bed at a specific time. If bedtime is 9pm, start the routine about an hour earlier. This could include having your child make himself lunch, laying out clothes for the next day, showering, watching a quiet program together, reading, or even just chatting about the day. My own children have been known to settle down with a cup of herbal tea. Whatever works—do it. And do it consistently.

Exercise

Exercise has been proven to improve the quality of sleep. And it doesn’t take much. As little as 30 minutes of outdoor play, instead of screen time, allows kids to blow off excess energy, and it’s really good for them. Just a walk around the block after dinner can help. The current research shows that any movement whatsoever is superior to no movement at all in helping both sleep and mood.

Stop the Stimulation

Turn off all electronics an hour or more before bedtime and keep electronics out of the bedroom. Avoid food or drinks with sugar or caffeine throughout the day, and dim lights wherever possible. I know. Impossible, right? Then start with one strategy, or start the routine 30 minutes before bedtime. Be creative!

Talk with Your Kids

Talk through their day with them. Ask questions that require specific answers. How was your day , as we all know, is a conversation killer. Ask who they sat with at lunch, what they ate, or if they liked the sandwich you made. Ask them about their least favorite class. Ask them what they love about their favorite video game. Talking with an adult helps kids process feelings about their day and calms concerns that can keep their minds racing … and their eyes open.

A sleep journal can help you track what’s working and what’s not. If your child has a good night’s sleep and the morning goes well, write down everything that happened the day before and try to repeat it.

Most importantly, don’t give up. There will be nights when your child just has a bad night’s sleep and no amount of journal keeping or clever strategies from well-intended special education
teachers will help. That’s okay, too.

Every day is a new day. Keep striving for REST.

Transitions Course Prepares Students for Life After High School

Sun, 01 Apr 2018 00:00:00 GMT

Benton Hall Academy is not a fancy school, but it’s filled with hidden gems. One of which is the Transitions program, a mandatory course for seniors developed by lead high school teacher and special education curriculum expert, Larry O’Brien.

“Transitions is all about preparing our students for life after high school,” says O’Brien. “Whether or not a student is college bound, we want every young person to embark on the next chapter of their lives with the confidence and practical information they need to be successful.”

Inspired by the 2009 Mayor’s Summit on Secondary Transition Services, where O’Brien and other area educators and business leaders brainstormed ways to prepare students with disabilities for life after high school, the Transitions program has been a guiding light for Benton Hall’s students since the 2009/2010 school year.

The course begins by asking students to write the story of their lives–from childhood all the way up to old age. “The exercise helps them see the bigger picture of their lives,” O’Brien explains. “It helps them to understand that every decision–every step–has an effect on the future, and it empowers them to make thoughtful, deliberate choices about their lives.”

Students take career and interest surveys, and each writes a five-year plan, starting with where they plan to be the day after graduation. “Will you have a job? Will you be watching reruns on your parents’ couch? What is that day going to look like?”, O’Brien prompts the kids. “You’ve never had a day like this before–a day this ripe with possibility.”

As the year progresses, students explore their personalities, strengths and weaknesses; they examine career choices, and perform real time job searches–considering salary data from state to state.

Delving into that research has been known to change some students’ minds regarding their career aspirations. After performing a nationwide job search, one young man who had wanted to be a forest ranger discovered that the only job available was in a remote park in Ohio; he quickly decided to re-evaluate his career plans.

The Transitions course also teaches students about health, nutrition, and fitness–and how to take care of their bodies. One high school student in Transitions has lost 40 pounds, inspired in part by what she learned in class—and supported by her teachers.

“We spend the first ten minutes of every class just moving,” says O’Brien. “Walking around the school, tossing a ball in the gym, laughing and playing hot potato. Students come back to class happy and engaged and ready to work.”

“We teach the kids how exercise, even mild exercise, just moving around a little bit, can alter your mood,” says O’Brien. “For students who struggle with anxiety and depression, this information is so valuable. Health has to be everyone’s first priority. If you don’t have your health–everything in life is difficult.”

In addition to career planning, the Transitions course delivers practical real world skills, like how to manage personal finances, buy a car, build a budget, shop for groceries, and responsibly use credit (or avoid debt altogether). Students learn about compound interest, how to invest, how to shop for health insurance, and how to save for retirement.

And then there’s the program’s centerpiece: Self advocacy.

“It’s a critical takeaway,” says O’Brien. “Self advocacy skills are an absolute must for these kids–and they are skills that have to be taught.”

Once students are out of high school, the independence can be overwhelming. No one is standing over their shoulder telling them to go to class or do their homework or get to work on time. And no one is going to ask them if they have trouble taking notes or remembering things. In any situation where learning is involved, they have to know what they need to be successful and be assertive in asking for it.

They also need to know their civil rights, so the course familiarizes them with the Americans with Disabilities Act Amendments Act (ADAAA,) and Section 504 of the Rehabilitation Act. This, says O’Brien, empowers them to be confident, productive people—in any undertaking.

Two graduates returned recently to Benton Hall Academy and said they were creating a plan to start a business. “We use everything you taught us,” they said. “We’re going to do this the right way, without going into debt.”

This feedback is a source of pride for O’Brien, who notes that the impact of the Transitions program is meant to be life long. “We create a community in this class,” he says. “It’s a circle of trust and support–and it’s something additional that students can draw on long after they’ve moved on from high school.”

The Three T's Improve Reading Comprehension in Struggling Readers

Thu, 01 Mar 2018 00:00:00 GMT

Does this sound familiar? You ask your child if they have homework, and he or she responds, “No, just some reading for < insert class here >.” The night goes on, and the reading goes undone.

Reading is hard work, especially for students who don’t read efficiently. If your child is easily distracted or struggles with reading comprehension, reading can feel like a miserable and time-consuming burden—for both of you.

The Three T’s for Reading Comprehension

Here’s the approach I take with my students that works wonders to improve reading comprehension in the classroom. I call it the three T’s: Title, Topic and Text. It can take as little as five minutes and will improve comprehension ten-fold.

1. Sit with your child and open the textbook to the first page of the assigned section. Bring the child’s attention to the TITLE of the section and ask him or her what it means. This doesn’t have to take long—just a quick chat to get them thinking about what they’re about to read.

2. Ask what they know about the TOPIC already; then share one or two things that you know about it.

3. Finally, bring their attention to the structure of the TEXT . Read the headings, then the subheadings, look at the graphics and read the captions. Briefly discuss anything either of you find interesting.

Now your child is ready to read.

The Three T’s approach is a habit of highly effective readers that prepares the mind to absorb new information. Perhaps you even used the three T’s yourself before reading this article, to see what information was in store. By planting important concepts and key ideas, you open doors to understanding that a struggling reader would not have opened on their own.

One Simple Tool to Help Motivate the Student with ADHD

Mon, 01 Jan 2018 00:00:00 GMT

By the time these students reach high school, many are so discouraged by their educational experience they are immune to common motivators, like appealing to their interests, keeping assignments brief and fun, and engaging in hands-on learning.

“I stink at school,” they think. “Everyone thinks I’m a pain, so why bother?”

Because students with ADHD tend to live in the moment and are often impulsive, it’s hard for them to step back and see the big picture. You have to find a way to show it to them.

Here’s a simple tool I’ve discovered that delivers immediate feedback and helps the student to see how each grade affects his or her overall academic progress:

I pull out the grade book and let the student watch as I enter their grade into our grading software, so they can see in real time the impact it has on their overall grade point average. Time and again I’ve seen the light come on for students when they get this kind of feedback. Watching their grade go up or down, assignment by assignment, they come to understand that every assignment, every quiz, and every test matters. Every action has its consequence.

Parents can use this tool at home, too. We encourage those who have access to their children’s grades online to check grades with their child on a daily basis. This provides additional reinforcement of cause-and-effect—increasing the student’s engagement and motivation to improve academic performance.