Julia Hale - Teacher

 It's hard to tell when "first steps" really begin. As with most of us involved in TLLP this idea has been brewing for quite some time. But.. now, with funding and support, it is ready to really get off the ground... I think. There is always a sense of expectfulness (not a work I know)  at the beginning of something like this, will it really take off or will it fizzle and die. They only way to find out is to jump in.  Check-list: □ Find assessment tools - I have spoken to our clinical person here in the board and she is going to look and see. It's tricky because we can't use the clinical measures/tests - they can not be done by laymen and can only be administrated intermittently. However, if we are going to be able to really prove success we need to show some kind of consistent measure.  If anyone else has some suggestions I love to have them! We are thinking of starting by trying to measure attention and working memory . □ Choose classes who...

Day Three of our TLLP Kick-Off is drawing to a close. Besides a VERY full belly (soooo much good food!) I feel tired, overwhelmed and very hopeful and satisfied. It was been wonderful to have colleagues as a sounding board and to have them say "yes, that makes sense, good work!". I have an outline of what needs to be done to start. I have some clear, measurable goals. I have the emails and contacts for some interesting, and interested professionals. And.. I have an end game. Keep in mind that the end game is bigger than this project - I know that… but… eyes on the prize.

Well, I am on the train on my way to Toronto for a conference to kick off the TLLP grant. We have gotten some money to try out some "retrain your brain" programs in the school. I feel like this might be the real beginning of a pretty special journey.   I am so hopeful...could we facilitate real, long term changes for kids who struggle with learning? At the very least can we really talk about growth mindset as a real and "actionable" thing and not a vague theory?   You know, we never say to a stroke patient: We are sorry for you, you will never use the left side of your body again, but we will "accommodate" you with a wheel chair and a nurse. Instead we say things like: It will be hard work and take a long time but your brain can learn to move your body again. How is it any different for students who struggle with learning? If part of your brain is weak can it not be exercised and strengthened ? Can the neural functions that are slow n...