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Teaching Philosophy and Practice

Kathryn Dixon

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Visual and Digital Literacy by: Kathryn Dixon

Teaching Philosophy and Practice:Public Education

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iPods, iPads, iPhones, oh my! Our kids are the iGeneration and “I” just want to teach them! My role as an

educator is not to take these devices away, but to ;ind ways to use them to promote life-‐long learning.

According to Burmark (2002), “As you read text across a page, or screen, your eyes can usually

process twice the alphabet (52 characters) before you blink. Once you blink, you lose your place”

and your interest, thus the birth of Twitter1— in a 140 characters or less! Research by 3M

corporation shows that people are able to process visual information 60,000 times more quickly than textual

information, thus the universal appeal of Flickr2! So, what does this mean for education? It means that students learn

more quickly and retain information longer when material is presented in a visual way. The role of public education

should include educating teachers on the importance of digital and visual literacy. Visual literacy is important for both

learning and retaining information for real-‐world preparation in a digital society. Students, and people in general, are

in;luenced by what they see and how they view their surroundings. As the saying goes, “See what I am saying?”

How do visual literacy and digital literacy coincide? They coalesce when core academics-‐ reading, writing, and

arithmetic meet the 3 Ts of Seminole County Public Schools-‐ thinking, teamwork, and technology. A teacher’s job has

never been easy, but new challenges have surfaced. Smartphones, iPods, laptops, and even video games are all everyday

digital competitors with the classroom teacher. Take for instance, cell phones. Skyping3, Tweeting, Face Timing4, and

updating your Facebook status— phones are not just for texting anymore! The Smartphone earned its name justly.

Combine the digital with the visual aspects of the 21st century learner and think about the specs of an average

Smartphone in the hands of an average teenager. The Smartphone’s three mega-‐pixel camera allows the student to

become an instant photo journalist; the web browser initiates a mobile information center allowing the student to

become the author of his own domain; Skyping and Face Time allows the student to become the great communicator.

1social networking and microblogging service2image and video hosting website

3an Internet telephone system4Apple’s wireless Internet video calling platform

Kathryn Dixon


Public Education

Technology can change the ordinary to the extraordinary in real-‐time. So, how can teachers compete for a

student’s attention? Just dive in and embrace technology!

Ultimately, my role as an educator is to meet the needs of my students and create a fun, safe learning

environment, but I must ;irst identify my students’ needs. Tech Trends published that in 1988, 30% of students were

visual learners. Now, that number has more than doubled with approximately 65% of the entire population deemed as

a visual learner. Digital and visual literacy go hand-‐in-‐hand and tap multiple intelligences, engaging all

types of students. “At best, IQ contributes about 20% to the factors that determine life successes, which

leaves 80% to other forces” (Goleman, 1995). As an educator, I represent part of the 80%, so I must

;ind creative and effective ways to reach all of my students.

Likewise, why create visually enhanced lessons? Because statistics don’t lie! Martin Scorsese said, “If one wants

to reach younger people at an earlier age to shape their minds in a critical way, you really need to know how ideas and

emotions are expressed visually.” To illustrate, Xerox company research found that items in color are located 74% faster,

and people recall 80% better when text is accompanied by color

images. Research justi;ies that colors set a mood in daily life and in

the classroom. Teachers can no longer assume that all students

create the same mental image with any given text. Therefore, to meet

the needs of my students, I acknowledge these statistics and provide

a technology-‐rich environment merged with traditional teaching

practices-‐ the best of both worlds. Take for instance the popularity of Wordle,

a Web 2.0 tool that creates images using words. I employ a variety of color

and image based tools to help make my lessons more relevant and to initiate critical thinking. Statistics have shown that

visual aids have improved learning by 400% (Burmark, 2002). It isn’t surprising then, that students associate text with

images creating snapshots of information to store inde;initely.

Wordle example using text from Shakespeareʼs Julius Caesar


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A major issue in education today is updating traditional teaching practices to meet the needs of our students, the

digital natives. The impact of technology is colossal. It can disrupt lives, but not all disruptions should result in

disciplinary action. I think of disruptive technologies not as a negative force to be feared, but as a recycling of creative

energy, that for some, may take some getting used to. According to Thornburg (1998), disruptive technologies are

inventions that have a “transformative effect on how we think about communication, how we lead our lives, how we

conduct our business, and how we educate ourselves.” A prime example is the Pony Express, a leader in its ;ield of

communication until it was derailed in 18 months by the telegraph. William Russell, the founder of the Pony Express,

failed to recognize that a new technology could disrupt traditional methods and transform them into a more current

innovative practice. Although the telegraph was developed some twenty years before the Pony Express, it was over

looked and underestimated, thus making it a disruptive technology. The impact of new disruptive technologies on both

business and education are monumental. Educators must recognize the power of technology and embrace it, lest our

students should crash and derail. Students are not automatically engaged in the learning process. The

Ed in ’08 campaign, supported by Bill Gates, published that every 26 seconds a student drops out of high

school-‐ that’s 6,000 a day! They don’t have an invested interest or see how “school” prepares them for

the real world. It is my role as an effective teacher to make that connection. After learning the

astonishing statistics and reading the impressive facts in Burmark’s book, Visual Literacy: Learn to See,

See to Learn, I have embraced the importance of technology in respect to visual and digital literacy. For example, I

created visually enhanced Power Points, iPod ;lashcards, and visually stimulating handouts, both printed and electronic

to enhance learning and to generate a memorable learning experience. The results have been outstanding! Students,

parents, and fellow teachers have acknowledged that color triggers interest and helps retain information. I will

continue to take on a leadership role and encourage other educators to adopt visual and digital literacy based teaching

practices that incorporate technology.


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Every

26 seconds

However, teachers are not the only ones accountable for student learning gains. A teacher cannot do everything;

it is sometimes best when a teacher takes on the role as facilitator and instructs the student through project-‐based

learning and student-‐centered practices. Students must be willing to show determination and a little perspiration as

they demonstrate their understanding through various assessments that promote collaboration, critical thinking, and

problem solving. Communicating the role of education and teacher expectations to both students and parents make

them equally accountable. Albert Einstein said, “Not everything that can be counted counts, and not everything that

counts can be counted.” Both student and teacher accountability will continue to be measured by End of Course exams

and the FCAT; however, assessment must be on-‐going in a myriad of methods to ensure that all students make learning

gains and demonstrate 21st century skills, including creativity and innovation, productivity and accountability,

information literacy, and communication and collaboration. Intel® stresses the grouping of these 21st century skills as

teachers prepare their assessments. I know that I must approach traditional and classical information in a new way in

order to effectively teach my students, and I am excited to continue my education, learn new methods and have the

opportunity to teach others. I am currently in training under the leadership of Diane Lewis, Director of Instructional

Technology, along with Kathy Rhodus, Teresa Jickell, and Janine McGrath, to become a facilitator for Intel® Teach

Elements: Assessment in 21st Century Classrooms, launching as a district inservice for Seminole County teachers this

summer. New technology approaches call for new methods for assessment. The role of education has shifted to meet

the demand of digital literacy and I am proud that I have been chosen to help lead the way.

In essence, my role as an educator is to meet my students’ needs and prepare them for success. To do this, I

must see what the statistics are saying! Intel® delineates the role of the 21st century teacher as wearing many hats.

The 21st century teacher is a technologist, using technology to create visually stimulating lessons, to enhance digital

literacy, and to communicate with students and parents. The 21st century teacher is a collaborator, using technology to

create personal learning networks to learn new techniques and improve best practices. The 21st century teacher is a


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facilitator, guiding students through the learning process and allowing them to problem solve. The 21st century

teacher is an assessor, using multiple forms of assessment to provide feedback and to assess students’ knowledge. I

am a 21st a century teacher!


Kathryn Dixon


According to Shakespeare biographers, the Bard himself knew that capturing and holding oneʼs attention

was vital. His performances had only about ten minutes to earn the attention of the audience lest tomatoes

would be hurled. Educators can learn from Shakespeare and avoid the pitfalls of tomatoes— or sleepy heads on

desks. A time-relevant and appropriate way to access such knowledge and keep those sleepy heads awake is

through technology. Performance assessment accompanied with technology can illuminate the knowledge of

even the most uninterested students.

Case in point, the tenth grade curriculum consists mainly of reading and writing skills through the

enhancement of vocabulary. According to an interview in the Visual Thesaurus with Timothy Gangwer, in 1950

the vocabulary of an average 14 year old was 25,000 words. By 1999, it dropped substantially to 10,000 words

and the number continues to plummet. Over the years, I have noticed that traditional vocabulary workbooks were

no longer effective with my student population, as they showed little interest and therefore, scored poorly on

quizzes. Students need a more visual and interactive method of learning new words in preparation for the FCAT,

SAT, and life in general. So, I set out to find a better method. After a yearʼs painstaking search to find just the

right fit for my students, I discovered the Quack! SAT Vocab Success DVDs. Quack! blends pop culture and 21st

century movie clips to provide a technology-rich, real-world application to what was once a dusty tome of

intimidating SAT vocabulary words. Think Monty-Python meets Saturday Night Live! The DVDs are hilarious,

engaging, and teenagers appreciate the satire-infused video clips.

Quack! has been highly successful and praised not only by students and parents, but also by fellow

teachers and administrators. Teachers have come to me on several occasions sharing how students have

demonstrated their retention of the SAT words taught in this program by blurting “Quack” whenever a familiar

word was retaught. Juniors and seniors have accredited Quack! (from their sophomore year) for helping them to

prepare for the SAT.

Teaching Philosophy and Practice:Impact on Student Learning

Kathryn Dixon


Impact on Student Learning

Thornburg (1998) stated, “Todayʼs children are not from Generation X, they are from Generation.com.”

With this in mind, I set out to create a mobile learning environment due in part because students did not have at-

home access to the DVDs. I created a website, http://www.dixonary.webs.com, with visually appealing handouts,

quizzes, and original iPod flashcards (which have proven to be a huge hit with students). Dixonary.webs.com

earned accolades with the Gadzillion Award for Creative Thought on the

Internet and The Busy Educator Award including a feature story in the

December 2009 newsletter. I feel honored to have been granted written

permission from the producer of Quack! Media to use my original creations

in conjunction with the DVD series.

Technology uses multiple intelligences, it helps the auditory learner, the

visual learner, and the hands-on, kinesthetic learner; technology is a teaching tool that increases student success.

After piloting Quack! in my classroom the first year, I shared the successes and statistics with my principal, Dr.

Blasewitz. Thanks to his support, it is now the staple of the tenth grade Language Arts team at Winter Springs

High School. I am fortunate to have a principal that sees the importance of technology and who celebrates

creativity.

Yet another successful application for teaching vocabulary is through the use of SAT Smart Novels

created by Sparknotes. Each novel seamlessly incorporates 1,000

SAT words in a traditional novel setting. Students added the

“technology touch” to the traditional Lit Circles by creating podcasts as

a final project implementing both curriculum and ISTE (International

Society for Technology Education) standards. Once again the

Students creating a podcast for Lit Circles

Original Quack! handouts to accompany the DVD series


Kathryn Dixon


http://www.dixonary.webs.com

http://www.dixonary.webs.com

integration of technology in the 21st century classroom created a memorable learning experience.

My students use other Web 2.0 tools to enhance their vocabulary through the Six Traits of writing. The

hardest trait to teach a student is voice, a method of identifying oneʼs

personality on paper. To make such a difficult task easier, I used Vokis, a

talking avatar website, to help students discover the interpretation and

application of voice in speaking and writing. Not only do my students

take pride in their efforts, but they are also able to display exemplary work

to a larger audience with the creation of Blogs, Wikis, and ePortfolios.

Students now create Glogs on Glogster, an interactive online poster,

which has proven to be more successful than a Power Point for many

multimedia-based projects. How effective can writing truly be without an

audience? It canʼt! That is why I set out to provide a web-based platform for my students to publish their work on

the internet for the three Pʼs- peers, parents, and the public. So instead of students

hearing, “Pass up your papers,” they now hear- “Publish It!” The results of integrating

Web 2.0 tools (and good effective lessons) had rippling results. Last spring, I had

twenty-two students score a perfect six on the FCAT Writes! My over-all scores were

some of the highest in the district. Thornburg (2006) said, “Todayʼs information

communication revolution is leading to a new Renaissance of creativity,” and in that

spirit of creativity, I strive to breathe life in technology-rich and enthralling learning

experiences.

Student example

Students creating Vokis to find their “Voice”


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All in all, the movie Field of Dreams has long been remembered for the famous saying, “If you build it, they

will come.” I have learned over the years that if educators add technology, students will learn. Technology is a

sign of the times. Students love learning new technology skills and working with digital devices- itʼs a fact! Digital

literacy is essential for all Generation.com-ers, also known as digital natives. Not only do students meet ISTE and

curriculum standards, but they also seem to really enjoy enhancing their vocabulary through Quack!, SAT Smart

Novels, Blogs, and ePortfolios. By merging successful components, students are sure to have an enthralling

learning experience and share their creativity with their peers. Incidentally, the beginning of each Quack! lesson

begins with a song, “Itʼs ten minutes to count down.” It is a catchy tune that students sing up and down the halls

EVERY Monday; the day we begin each new lesson. I love Mondays because I can actually “hear” the excitement

for learning. Effective teachers must consistently expand their personal knowledge of new skills and stay up-to-

date on current trends. With a continued commitment to testing and assessing new and helpful technology,

academic goals can soar. I hope to follow Shakespeareʼs ten-minute lead… the count down is on!


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The famous athlete Arthur Ashe said, “Start where your are. Use what you have. Do what you can.”

These three simple sentences are realistic and powerful words that have helped me stay focused and optimistic in

life, molding me into a leader personally and professionally. Effective educators challenge students by setting high

goals and encouraging life-‐long learning by empowering them to be the best learners they can be. People must get

out of their “comfort zones” and help themselves gain a higher level of achievement (Thornburg, 2006). Pursuant to

an increased focus on standards and assessment along with the pressure of high stakes testing (many of which are

moving to computer-‐based testing environments), some educators are overwhelmed and thus unintentionally

create their own roadblocks on the technology highway. In order to avoid such pitfalls, educators must examine

their own ef;icacy in achieving digital equality for all learners.

First, start where you are! Don’t try to reinvent the wheel, just spin it more ef;iciently. Since educators

must increase student test scores and also help them compete in a competitive technological society, teachers must

reassess lessons and ;ind creative ways to implement technology in the classroom. Thanks

to the support and encouragement of my principal, Dr. Blasewitz, and my assistant

principal, Barbara Monte-‐Carlo, I have stepped into a leadership role by helping

fellow teachers at Winter Springs High School through teaching writing,

vocabulary and technology in-‐services, which include instruction on how to score

a six on FCAT Writes, how to create iPod ;lashcards, and how to use Twitter and

WAPsites (Wireless Application Protocol or mobile website) with their students.

Since most of my students seem to have a Smartphone or iTouch invisibly glued in

the palm of their hands, I might as well ;igure out ways to use them for education!

With user-‐friendly web-‐based tools such as Twitter and WAPsites, students and parents alike can access homework

The Dixonary vocabulary website and the class WAPsite

Teaching Philosophy and Practice:Leadership

Kathryn Dixon


Leadership

anytime, anywhere on their iTouch or Smartphone at http://dixon.movitas.com. In addition, students, parents, and

fellow teachers follow me on Twitter, @DixonTweets, in order to receive important class announcements,

homework and test reminders, helpful links to important websites, and “shout-‐outs” to spotlight students who

shine. For instance, I recently tweeted, “Congrats Jordan J for being selected Student of the Week! Way to go! You

make us proud.” By acknowledging students’ successes, I have

developed a relationship with my students built on trust and

respect. We all know that when students respect their teachers,

they work harder! Twitter has been a successful opportunity to

get teachers, students and parents involved in education— it’s fast, fun, and easy to stay up-‐to-‐date… all in 140

characters or less! It’s short, sweet, and to the point allowing even the busiest person enough time to read a quick

Tweet. Thanks to this in-‐service, several teachers now use Twitter with their students. Since many college

professionals already use this effective communication tool, I know that our students are ahead of the game! Again,

these teaching tips became so popular that I started receiving emails from other teachers within the county. Good

news travels fast, and I was happy to share. I ;irmly believe that no one teacher knows everything and not all

students learn the same way. The most effective teacher shares and gathers

techniques that can be applied with their own student population and will be the

better teacher for it! So, I set out to share the information I accumulated while

earning my Masters degree and I created my website, http://www.intechgr8.com,

a professional website sharing how to integrate technology in the classroom. It’s

good to share your toys and your ideas, too! Everyone should share because by

sharing ideas with others, people are forced to create new ones and replenish

their creativity bank account (Arden, 2006).


Kathryn Dixon


http://dixon.movitas.com

http://dixon.movitas.com

http://www.intechgr8.com

http://www.intechgr8.com

Second, use what you have. It has been said that good ministers practice what they preach, good teachers

practice what they teach! In many of the ways that I connect with my students, I also connect with other

professionals. Last year, I initiated my PLN, Professional Learning Network, which consists of outstanding

educators who are on the front line implementing technology in the 21st century classroom. Using Twitter, a free

tool that I already use with my students, I created a separate professional account, allowing instant access to

educators all over the nation (and world). This one tool has catapulted information to the masses. Some of my

favorite educators that I follow on Twitter are (1) Kyle Pace, an Ed

Tech writer and K-‐12 Instructional Technology Specialist from

Missouri; (2) Kathy Schrock, a District Tech Director from Cape Cod,

Massachusetts; and (3) R.M. Byrne, a Google Certi;ied teacher and

technology advocate speaker from Maine. Teachers are no longer limited to the four walls of their classrooms.

Now they can reach out to a plethora of professionals from an entire community of educators.

Third, do what you can! If you believe you can make a difference— then you should! As early as 2002, I

was implementing technology in the classroom with a cutting-‐edge webcam-‐based mentoring program called Get

Connected! Peer 2 Peer. My high school students mentored middle school students via webcam, emails, and ;ield

trips. In turn, middle school students then mentored elementary school students through the same methods. My

inspiration for this program came after reading Ben Stein’s book, How to Ruin Your Life, and witnessing how his

words “reached out” to a former student of mine. After hearing about the success of my program, Ben Stein’s

publicist contacted me and arranged for me to be a guest on the national Fox News Network to meet Mr. Stein,

himself. I brought several of my students with me to share in this very special moment. What a surreal experience!

However, this was not my ;irst experience using technology to make a difference. Wanting to acknowledge

the good deeds of kids rather than focus on the negative ones, in 2000 I created a program called Kudos 4

Kindness©, which highlighted Seminole County Public Schools’ Keys to Your Character initiative. The principle was



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to acknowledge an act of kindness and then pass it on. Kudo coins were developed with the help of The

Foundation’s Grants for Great Ideas. Each coin was marked with a distinct serial number, which could be added and

tracked on our website. It was heart-‐warming to read the wonderful acts of kindness that were registered on our

site. During the ;irst year, Kudo coins reached Australia! Actor John Travolta sent us an autographed picture and

“kudos to us” for taking note of the positive attributes in people. I still have his letter and autographed picture

today—over a decade later. Both Get Connected! Peer 2 Peer and Kudos 4 Kindness© were Disney Teacherri;ic

award winning programs.

This past year I was fortunate to have been a part of a curriculum writing team for Six+ Traits Meets Web 2.0

at the district level. This opportunity allowed me to work with extraordinary people who understand the

importance of marrying current curriculum standards with technology. Last summer I taught two district in-‐

services, Six+ Traits and Invisible Walls, which allowed me to share my passion for integrating technology in the

curriculum. Because of my reputation as being a technology innovator, I was selected to pilot iPads in the

classroom. My students and I will embark on this journey in late January. We can’t wait! I do practice what I teach-‐

visual and digital literacy are the keys to reaching the minds of the digital natives who ;ill the desks in our

classrooms.

One of my students, Jordan, recently described me as “not your typical teacher.” He went on to say, “Mrs.

Dixon is different than my past English teachers because she is enthusiastic and makes learning fun. Her

enthusiasm, implementation of technology and her love for teaching makes her stand out from the rest.” My

students see me as a leader, and I will not let them down. I will continue to pave the way for implementing

technology in the curriculum. I will communicate the importance of digital literacy with students, parents, and

fellow teachers. I will provide a technology road map teaching students how to learn the necessary skills for

success in the real world. This is the evolution of education that is always changing to provide better opportunities

for students. Thomas Edison even stressed the importance of determination and fearlessness to a New York Times



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reporter when he explained his copious attempts to create the light bulb: “I have not failed seven hundred times. I

have not failed once. I have succeeded in proving that those seven hundred ways will not work. When I have

eliminated the ways that will not work, I will ;ind the way that will work.” Although versions of Edison’s response

still circulate today, the true lesson is that even if you try and fail, you still will have learned something. Leaders

never stop learning and are not afraid to try new techniques. Although I do not have all the answers, I am more

than willing to learn and try new approaches for integrating technology in the classroom. I will start where I am,

use what I have, and do what I can!



Kathryn Dixon

References:

Arden, P. (2005). It's not how good you are, it's how good you want to be: The World's Best-Selling Book by Paul Arden (Repr. ed.). London: Phaidon Press.

Bostick, R., McCready, M., & Nipper, G. E. (1988). Matching teaching strategies to modality strengths of students. Tech Trends, 33(5), 51-‐52. Retrieved December 25, 2010, from http://www.springerlink.com/content/?Author=Ruby+Bostick.

Burmark, L. (2002). Visual literacy: learn to see, see to learn. Alexandria, VA.: Association for Supervision and Curriculum Development.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Laureate Education (Executive Producer). (2006). Exploring new technologies. The impact on society, work, and education [Education video]. Baltimore: Thornburg, David.

Thornburg, D. D. (1998). Brainstorms and lightning bolts: thinking skills for the 21st century. Los Altos, CA: Starsong Publications.

Thornburg, D. D. (1996). CampZires in cyberspace . San Carlos, CA.: Starsong Publications.


Teaching Philosophy and Practice

Kathryn Dixon

http://www.springerlink.com/content/?Author=Ruby+Bostick




A request from the media for a quote regarding one of the state’s initiatives regarding:

(A) Reading

With Just Read, Florida and the New Generation Sunshine State Standards, I believe that Florida is on

the right track emphasizing the skills needed to teach in the 21st century classroom. Almost eighty percent of

eighth graders are below reading level and it has been reported that most will never catch up. The problem is

literacy, but not just reading and writing. We must acknowledge two new ways to address literacy-‐ visually and

digitally. Burmark states (2002), “The primary literacy of the 21st century will be visual…It’s no longer enough to

be able to read and write. Our students must learn to process both words and pictures. They must be able to

move gracefully and ;luently between text and images, between literal and ;igurative worlds.” Educating the

teachers on how to intertwine literacy and technology in their classrooms is the key to bridge the achievement

gap. An example of a reading initiative that catapulted to national status after being highlighted on the Today

Show is Read for the Record. The goal of this program is to reach a world record of reading to children in one

day. With the help of technology, including Skype, more children can have friends, parents and even grandparents

read to them and help kindle a passion for reading.

(B) Effects of the State’s Accountability System

Governor Scott stated, “Long gone is the need to con;ine students to one building and one set of curriculum

if they are not making suf;icient learning gains… We must continue to innovate and adapt. The possibility to

transform the future of education in Florida through technology is at our doorstep.” Teachers, students, and

parents must all innovate and adapt— we are all accountable. Accountability and transparency are demanded of

the federal government, and we should emulate that same practice in education. Accountability is like a warranty

that children are receiving the education that they deserve. The warranty is a contract between several parties:



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the Florida Department of Education, students, teachers, and parents. Florida’s initiative for teacher merit pay to

strive for accountability is idyllic and enticing, but we should remember that one size does not ;it all. Ironing out

the pros and cons of teacher merit pay must be transparent and involve the input of all those involved. Remember,

warranties are different depending on the product purchased. Likewise, every child is different which demands a

unique learning experience that every teacher is accountable for delivering.

(C) Family Involvement

I attribute my success in life to my family’s involvement in everything I did (and still do). Feeling their love

and support, win or lose, the experience was memorable. I have recently lost many loved ones, including my

father, but I still feel blessed to have had such positive experiences and his strong presence growing up. I realize

that not all children have a cheerleader in their corner to encourage and praise them. Not all parents are able to

guide their children academically which can trickle down to a detachment from education. By implementing the

Response to Intervention (RtI) in our schools, children can feel that same support system going to work for them,

helping them ;ind success. RtI was introduced at Winter Springs High School this year and I have already attended

three such interventions. By initiating a multi-‐tiered approach to help students that are struggling in school,

families can be assured that steps are in place to help students ;ind success. All three families that I have worked

with so far have been grateful for the resources given to them through the RtI team. A family is not just limited to

biology, but by those who care and strive to make a difference. For a child to ;ind con;idence and perseverance, a

family must join forces to open doors and cheer them on. I am glad that there is a push for intervention and family

involvement. Family can make a huge impact in a child’s life. I speak from experience.



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