Most days during the 2017 school year, Jamie Bartels’ classroom at South Central Calhoun Elementary was full of young students neatly packed into a 24-station computer lab. They would come in, put on a pair of headphones and quietly click away as they steadily stared into a glowing screen.
“I was concerned by my student’s lack of engagement,” said Mrs. Bartels. “I felt it was time to make a change at our school. We needed to get our kids moving!”
In an effort to shift this trend, she inquired with her school’s instructional coach (staff member that helps bring evidence-based practices into classrooms) to seek out an alternative program for her students. The coach recommended S.M.A.R.T. (Stimulating Maturity through Accelerated Readiness Training) -- a developmental approach to teaching built around a variety of physical exercises that provide specific brain stimulation associated with learning.
These activities, designed to be done daily in a single 30-minute period, strengthen a child’s visual and auditory skills, body awareness, fine motor abilities and primitive reflexes. Since 1999, more than 5,000 educators in 300 schools across the country have implemented the program to prepare their student’s readiness to learn. It was the exactly what Mrs. Bartels was looking for.
When the school year ended, Jamie traveled from Rockwell City, Iowa, to Minneapolis to attend a three-day S.M.A.R.T. workshop at A Chance To Grow. The summer-time workshop provided Jamie with lots of ideas to get her students moving, and the notion of transforming her computer lab into a S.M.A.R.T. room began to percolate.
“I didn’t realize the impact these simple activities could make in a student’s overall ability to learn,” she said. “I couldn’t wait to get back to school to share with the other teachers what I learned and to begin implementing S.M.A.R.T. activities in my room.”
Mrs. Bartels returned to her classroom in September and immediately began clearing out computers to make room for the new S.M.A.R.T. stations. With support from school administrators, she was able to create a 12-activity circuit in her S.M.A.R.T. room (formerly known as the computer lab), comprising of a hanging ladder, two rebounders, fine and gross motor activities, word ladders and more.
“The kids really like it”, she said, “they’re excited to come to class.” Mrs. Bartels is now the school’s official S.M.A.R.T. Teacher. In its inaugural year, she says, pre-K through third grade classes spend 30 minutes in the S.M.A.R.T. room, twice weekly, as part of the curriculum.
In her brief time working the program, she has already seen several positive changes in student performance.
“I had a second grade student who wasn’t interested in trying anything new,” said Mrs. Bartels. “After a few weeks in the S.M.A.R.T. room, his attitude completely changed. I’ve been able to connect with him and he’s a whole new kid when he comes to school. He doesn’t need any convincing to do the activities and his other teachers say he’s more engaged in their classes too.”
Jamie has also seen changes in a few students with behavioral issues. She loves that students are able to come in and do a few stations to burn off some restless energy. She says the program allows her to work one-on-one with these students to build a level of trust that helps in all aspects of the school day.
“All the teacher’s love it and our class aids are starting to learn some of the techniques as well,” she said. “Parents are very curious, too. We sent a letter home explaining the program and invited them to tour the room during parent-teacher conferences. It was so fun to see the students walk their parents through the S.M.A.R.T. room to explain the stations and the reasons behind the activities.”
Mrs. Bartels’ third-graders recently completed a survey and voted S.M.A.R.T. as their favorite “special” class during the week. Jamie hopes to expand the program going forward, but admits the biggest obstacle is finding enough time throughout the week to make sure each student gets adequate S.M.A.R.T. time. To address this, she plans S.M.A.R.T. activities during recess.
“I really enjoy finding new ways to implement activities and adapt stations that become repetitive,” she said. “The difference between last year and this year is amazing. We have a whole lot more fun learning now, and we want to keep it that way!”
Justin the Superstar! Before visiting A Chance To Grow, Justin would hesitate in the middle of words when trying to speak, which made it hard for anyone else to understand him. In first grade, he didn’t know all of his sounds and reading and writing frustrated him.
In October of his first grade year, Justin was falling behind and began to hate school. He felt he was stupid. It brought tears to his mother’s eyes. In November of that year, she attended the S.M.A.R.T. Workshop and met Cheryl Smythe, Assistant Director of the Minnesota Learning Resource Center (MLRC). Cheryl encouraged her to have his vision and auditory processing skills tested at A Chance To Grow.
The testing told her he was below age level in much of his developmental vision, so she started doing boost up (S.M.A.R.T.) activities at home with him. He worked really hard on Creeping, Crawling, Spinning and Rolling, enabling him to move onto vision therapy activities. His mother also started him on the Hemispheric Specific Auditory Stimulation (HSAS) (now JIAS) program at A Chance To Grow to help with his auditory processing. Within three weeks of starting HSAS, Justin was able to sing all the words at his Christmas program on beat and with the other children-- something he hadn’t been able to do before. WOW! First grade was a struggle, but Justin had made it through.
When second grade started, the school tested him at a pre-primer reading level. Him and his mother continued to work on his vision and auditory issues. He showed real strength in math and by the end of second grade he was at a 1.7 reading level. This was almost an improvement of two grades!
By the end of his second grade school year, Justin was done with vision therapy and was put onto maintenance for the HSAS program. By this point, Justin’s articulation had improved so much that many people didn’t know he even had an articulation delay.
In third grade, he was still struggling with writing and still behind in reading. He received Title 1 services and worked hard at home. Justin did score ‘proficient’ on the Wisconsin state reading test that March, but things still didn’t seem quite right. He was having a hard time following along and keeping up in the classroom.
A Chance To Grow checked his ears again and found he had regressed on his auditory processing skills. After also having his reflexes checked by Dr. Moroz at A Chance To Grow Vision Services, it was found that he still had some primitive reflexes interfering with his ability to write and maintain the progress he had made in some of his prior therapy. Within weeks of starting the reflex therapy at home, he commented on how much “easier” writing was. Then, when given the choice to read, write or do math (his favorite), he chose writing. He wrote three stories that summer. This was great for a child who at one time had a hard time writing one word!
Justin, you are a superstar!