Movement Zone for Rosa Parks

Movement Zone for Rosa Parks

Fourth grader Day’Anah is stressed over a new teacher and sometimes doesn’t want to come to school. When she does come to class, “sometimes I get bored and need movement to wake up.”

Day’Anah’s recognition that physical activity plays a role in academics has fueled her interest in the learning center’s new movement zone, developed by The Shadow Project.

“Many of my students like Day’Anah are starting to gauge what they are feeling, and they know what they need to do to calm down and focus, so they can get back to class,” says Rosa Parks Learning Center Teacher Kim Giarelli, M.S.

Kids need regular movement to be successful in school. In addition to the health benefits of physical activity, movement breaks can help students regulate their behavior, and they are then better able to engage in class and retain information.

In Ms. Giarelli’s room, students in grades four and five now have access to a stationary bike, a fit board, a trampoline, and a crash pad for timed breaks.

“The bike is my favorite,” says Day’Anah. “It helps me to concentrate at school.”

In another learning center classroom, students in kindergarten through third grade utilize a weighted lap pad, balance beam, trampoline, crash pad, tunnel for crawling, and squishy balls for shooting indoor hoops.

“The movement breaks are helping,” says Ms. Giarelli. “I see the kids really exerting themselves to improve, not just going through the motions. We are already seeing the benefits.”

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Shadow Helps Special Education Students

The Hollywood Star News briefly profiles The Shadow Project.

Read the full article here.

Shadow is in Sullivan’s Gulch

The Shadow Project is featured in the Sullivan’s Gulch Neighborhood Association directory. View the full listing here.

July Newsletter

In the July edition of our newsletter, hear about our summer reading program, Portland Timbers in the classroom, and more:

No Summer Slide for Shadow Kids
Portland Timbers Team with Shadow Project
Higher Standards for Students in Special Education
We Appreciate Our Donors!
Perseverance Leads to Middle School Readiness
View the full newsletter.

Supreme Court Ruling on Students with Disabilities Raises Bar for Oregon

The following op-ed, written by Executive Director Christy Scattarella, appeared on Portland Tribune online on Thursday, April 06, 2017. See the original article here.

Currently, our system does not prepare diverse learners for success. One quarter of our capable children with conditions such as dyslexia, ADHD and autism are chronically absent, which leads to low reading performance, discipline issues, and dropping out. Students with disabilities have among the state’s lowest on-time graduation rates.
Johnny Fernandez was worried. He sat at his desk each day, hoping nobody noticed he was only pretending to read. “I felt like I was cheating,” he said. The Portland fifth grader has dyslexia, and thick chapter books were a jumble of words for a student two years behind in reading. His mother wondered how he would survive middle school.

A landmark decision by the U.S. Supreme Court (on March 21) just raised the bar for how schools educate students like Johnny. The court ruled that educational programs for children with disabilities must be “appropriately ambitious,” wisely overturning a lower-court standard of “merely more than de minimis” (Latin for “too minor to merit consideration.”)

What will “appropriately ambitious” look like for Oregon’s nearly 77,000 students with disabilities?

Currently, our system does not prepare diverse learners for success. One quarter of our capable children with conditions such as dyslexia, ADHD and autism are chronically absent, which leads to low reading performance, discipline issues, and dropping out. Students with disabilities have among the state’s lowest on-time graduation rates.

Most of these children spend at least 80% of their day in general education classrooms, where educators frequently don’t receive the training or tools to support them. In fact, Portland Public School teachers rank these children their #1 unmet professional development need.

No one clears the bar with a rickety pole. Children who struggle to read, write and fit in need solid tools to achieve standards. We must (1) equip teachers with tools that engage diverse learners; (2) provide effective strategies for using those tools, and (3) elevate school climate to normalize what it means to learn differently. Children should not be embarrassed to squeeze a fidget (a stress-relief toy) or don headphones to help them stay calm or focus while reading.

As executive director of Oregon’s only nonprofit that partners with schools to make learning more accessible for children with disabilities, I’ve seen what ambitious standards can accomplish for determined kids like Johnny.

The Shadow Project develops SuperSensory Literacy Spaces, compact, multisensory libraries filled with tailored books, sensory tools that strengthen self-regulation and focus, and audio libraries that make books come alive. By ‘reading with his ears’ and following the highlighted text on a screen, Johnny advanced nearly two grade levels in under a year. Now a sixth grader, Johnny recently brought home his first “A” in English and plans to go to college.

Let’s raise expectations and show we mean it. With supported teachers and appropriate tools, more Oregon children like Johnny can soar to new heights.