February 23, 2024 • 15 mins
In this episode of The FAST 15, Barb Beck interviews Tucker Mueck, a Board Certified Behavior Analyst with extensive experience in special education settings. Tucker's journey began in high school, where he participated in a mentoring program for students with special needs. He is now the Director of District Partnerships for Specially Designed Education Services (SDES).
Key Points Discussed:
1. Early Mentoring Experience:
- Tucker shares his involvement in a high school mentoring program, emphasizing the power of personal connections and mentorship.
- Mentoring was focused on building relationships with students who needed extra support or a friend.
2. Transition to Special Education:
- After high school, Tucker pursued a degree in education but eventually switched to special education.
- He obtained his Master's in Special Education from Texas Tech University and developed a passion for working with students with autism and behavioral challenges.
3. Insights into Behavioral Analysis:
- Tucker worked in various settings, including private A.B.A. clinics, public schools, and in-home therapy.
- Describes a unique farm-like environment where movement and physical activities were integrated into learning, highlighting the importance of hands-on experience.
- Emphasizes the significance of understanding and analyzing behavior, providing insights into strategies like movement breaks and consistent communication.
4. Role as Director of District Partnerships:
- Currently serves as the Director of District Partnerships for S.D.E.S. and The Functional Academics Program.
- Travels the country, assisting teachers in implementing Functional Academic resources for students.
5. Encouraging Resilience and Consistency:
- Discusses the challenge of maintaining consistency, especially when fatigued, and encourages educators not to take behavioral challenges personally.
- Recommends having a bank of activities for days when energy is low and emphasizes the importance of releasing oneself from personalizing student behavior.
6. Functional Academics Program:
- Tucker shares his role in introducing teachers to the Functional Academics Program, describing it as a structured toolset that empowers teachers while providing flexibility.
- Highlights the upcoming tools to simplify data collect
Barbara Beck is the host of the FAST 15 Podcast. She is a highly dedicated Disability Advocate and Special Education Consultant specializing in IEP Transition Services. Barbara has an extensive background as a special education teacher spanning nearly 30 years. She has dedicated her career to empowering transition-age youth and fostering positive post-school outcomes.
Barbara's expertise lies in providing comprehensive support and guidance to students with disabilities, ensuring their successful transition from school to adult life. She possesses a deep understanding of secondary services and possesses the skills to develop tailored strategies that maximize individual potential.
For more information and resources on special education school-to-adulthood transition planning and independent living, visit www.mykeyplans.com. Join us on social media for updates, behind-the-scenes content, and discussions about special education, inclusion, and disability advocacy. Follow us on Facebook, Instagram and LinkedIn and use #IEPLaunchpadPodcast to join the conversation. Thank you for tuning in to the IEP Launchpad Podcast! 🎧🎙️#IDD #teaching #specialed #specialneeds #InclusionMatters #DisabilityAdvocacy #EmpowerVoices #edtech, #education #e
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
In this episode of the Fast 15, we get a chance to
talk with Tucker Meek.
Tucker is a board-certifiedbehavior analyst who has been
working with students in thespecial education setting since
high school.
He received his master's inspecial education from Texas
Tech University in 2014 andimmediately started working with
a variety of students.
Over the next decade, Tuckerworked in private ABA clinics,
(00:24):
public schools and in-hometherapy.
Tucker has experienced startingand running a nonprofit
organization to help fundservices for students with
special needs, as well asvolunteering at the Special
Olympics.
He currently works as thedirector of district
partnerships for SDS and theFunctional Academics Program,
where he is able to travel thecountry and help provide
(00:45):
functional academic resourcesfor teachers and students.
Let's join into theconversation with Barb Beck as
she discovers more about hisinspiring journey.
Speaker 2 (00:54):
Hi, we're here with Tucker Meek today and I love
getting a chance to talk to you.
I don't get to get theperspective from behavioral
specialists like you very often,so this is a wonderful
opportunity, not just for me butfor our listeners.
So thank you for joining onwith us today.
I wanted to get your storyabout your whole journey from
(01:16):
high school.
I know you were introduced tothe field of special education
in high school.
Then, when you left, graduatedand went on to Texas Tech
University, what was that wholeprocess like for you?
Can you just tell your story?
Yeah?
Speaker 3 (01:32):
Yeah, thanks again for having me on.
I really appreciate it.
So I have always, as youmentioned, just fallen into
working with students and withchildren, especially going back
to high school.
We have a PALS program that Iworked in.
Speaker 1 (01:45):
It's like an experience kind of program.
Speaker 3 (01:47):
Yeah, it's more mentoring than anything so more
mentoring, similar to BigBrother's Big Sister.
So it was students that justneeded a little extra guidance
or maybe just an extra help or afriend at the least, and so
that program was really powerfulfor me as a 17, 18 year old.
So I was able to go intoelementary classrooms and I had
(02:11):
my buddy one for my elementaryset and then one for my middle
school set and really we justgot to know each other.
That was the core of it, wasjust being around somebody
having fun.
Speaker 2 (02:22):
Being a friend and making those connections
socially.
Speaker 3 (02:25):
Exactly, exactly.
Being a friend helping out theteacher and just saying, hey,
what is going on this week thatwe can just work through, maybe
or talk about?
And that was where I was reallyfirst introduced into special
education.
The student I had was diagnosedwith autism.
Very sweet kid and just veryenjoyable to be around.
I was just like somebody that,looking for a role model,
(02:46):
looking for attention, and itwas just a blast to just be able
to teach these kids and how todo school, just even starting
out as a great program.
Speaker 2 (02:55):
All the basics.
Yeah exactly yeah.
Speaker 3 (02:59):
So after that I went to college and went to school
out in Abilene, Texas, andstarted out wanting to become a
teacher and then freaked myselfout with some of the classwork
that I switched and just decidedlike I was worried about taking
certain classes and, forwhatever reason, decided to
switch and eventually, when Igot my masters, I ended up
(03:20):
finding myself back in thespecial education field there,
got my masters in specialeducation and really just fell
in love with what I was doing,which was working with mostly
students that have autism orbehavioral challenges.
So that's what I went intoright after school.
Speaker 2 (03:37):
Okay, so you worked in some clinic settings, you
worked in classroom settings.
Tell a little bit about yourtrajectory of learning and
understanding behavior and whatall of the components are to
that how to keep students atbase.
What was that process like foryou to really analyze behavior
(03:57):
and know how that kind of playsout in different contexts, how
to intervene when needed, how toback off when needed?
All of those things.
Speaker 3 (04:05):
Yeah, yeah, I would say, first and foremost, I had
great mentors that I learnedfrom.
I had a BCBA that's mycertification board, certified
behavior analyst and so I workedalongside two other BCBAs that
were just fantastically patientwith me and just helping me
understand our students and thekids we worked with.
The first place I worked was atessentially like a farm and it
(04:29):
was fantastic so we had animals,we had plenty of space for our
kids to run around, and I thinkthat opened my eyes to just
seeing that a lot of ourstudents need activity first and
foremost.
Right Sitting in a chairsitting all day long is tough.
So any movement that we can do,whether it's two minutes just
taking a movement break with ourstudents or 10 minutes of hey
(04:51):
everyone, we're all tired, let'sgo outside and just move around
for a bit.
It's so beneficial.
Speaker 2 (04:56):
And just being able to be as verbal as you need to
in certain circumstances, allthe time.
Speaker 3 (05:02):
Yeah, yeah, we definitely would scream outside
just for fun, we woulddefinitely have just no rules.
If you want to throw something,as long as it's not at somebody
, throw it over the fence likesand or sticks, like just do it.
This is the time you can, right.
And then just really getting toknow my students and knowing
especially my students withautism and then others that did
(05:22):
have behavioral challenges.
It was more about just lettingthem know what was happening,
right, letting them be a littlebit in control of what we're
doing, giving them those optionsof hey, right now, I know you
want to do something, but here'swhat we're doing.
There's two choices.
You can have one or the otherand then we'll go work towards
whatever our ultimate goal isthere.
A big piece of it is just beingconsistent, and that's the
(05:43):
hardest part sometimes is justbeing able to be okay with being
tired and still beingconsistent, be okay with letting
your kids have an off day andstill being as consistent as you
can, right.
But those are just some ofthose foundational pieces of
helping some of my kids that Ireally still lean on and
encourage students and parentsand other clinicians to this day
(06:04):
to just remember those piecestoo.
Speaker 2 (06:06):
Yeah, you highlighted .
When you're tired and I thinkas a classroom teacher or for a
behavioral analyst and anybodyin the field, related service
providers.
There are those moments whereyou get so fatigued and you run
out, maybe run out of ideas, andso in those early years, can
(06:28):
you encourage people who may bestruggling in that early
learning in the field how tobuild that resilience and I
think you just did say it it'sthat consistency that's so
important.
Speaker 3 (06:41):
What was it for you.
Speaker 2 (06:43):
What would you do, what would you say to encourage
somebody if they're reallystruggling with that?
Speaker 3 (06:47):
Yeah, I'd say first and foremost.
A lot of times I think we ashumans just assume or maybe
believe something's personalwhen it happens and so with my
students regardless of age, andI know I've worked elementary
all the way up to high schooland those students high school
middle schoolers they'll tellyou exactly what they think
about you.
But just kind of knowing like Alittle language at times, yeah,
(07:10):
and that's fine.
But just knowing it's comingfrom a place that it's not
really meant to be directedtowards you most of the time,
and so just knowing that it'snot personal towards me, there's
something else that's maybegoing on.
Maybe they're stressed orthey're tired.
So for my older group it's justremembering hey, you're right,
sometimes I am just annoying, Iget that, but here's why.
(07:33):
Here's what I'm trying to worktowards with you.
And then for my younger kids, Itry to have a bank of five to
10 activities.
It's just if I'm exhausted,here's things that we're all
gonna enjoy doing.
We can all in a sense getthrough our day and still be
productive.
But making it fun for our kidstoo, because I know sometimes
they get a little tired of someof the monotonous things that
(07:55):
maybe we're doing and they needto mix it up.
So getting messy, using someshaving cream, using markers on
the whiteboard, just somethingthat's different, is always
exciting for my students,especially those elementary
students.
Speaker 2 (08:09):
Right, you said a couple of things that just
really hit me Not personalizingwhat's happening with somebody
behaviorally, and just knowingthat there are deeper things at
times that are happening outsideof the classroom.
Maybe there are thingshappening at home, maybe things
that you just aren't aware of,and knowing that it's not always
(08:30):
about you or what you're doingor not doing, it's just simply
the situation.
So releasing yourself from thatand then also, when you do have
time and you have the energy,to get those activities in your
tool chest or your sleep.
Oh, now I've got this that I canthrow in the mix when, in the
moment, you may be too tired.
Even think of what that mightbe so to have those tools set up
(08:55):
for yourself before you getinto a sleep.
Speaker 3 (08:57):
Yeah, I would even say just even thinking about
that, especially my elementarykids.
For whatever reason, if theydidn't sleep well the night
before, usually they didn't eatbreakfast.
So it's always, if you'realways wondering about a student
, just ask them have you eatenanything?
Speaker 2 (09:11):
today.
Speaker 3 (09:12):
Like it is crazy how much we just glance over that.
So that's an easy thing.
I will be okay spending alittle bit of my money to grab
some granola bars or somethingat Costco and just saying hey,
you're hungry, that's fine.
You just gotta use thoselanguage, that language instead
of any other sort of actions, tojust express that you're not
(09:32):
feeling it right now.
Speaker 2 (09:33):
You need to eat something Right.
I know we could talk for daysabout the strategies that you
use and some of the bestpractices that you experience,
but I know as your role withS-D-E-S and functional academics
and talking to a lot ofteachers out there.
You're going to a lot ofconferences.
You're traveling a lot in.
I'm interested to know a littlebit more about your role with
(09:58):
functional academics and how youwere introduced to the program.
What is, yeah, what's yourjourney been like?
Speaker 3 (10:06):
Yeah, I was doing direct care as a BCBA and just
was a little burned out on thatpiece and wanted to continue to
parlay my experience workingwith students in special
education into something otherthan direct care.
So I found a job that got me inconnection with Brent and
Suzanne where I was really ableto dive into Suzanne's program
(10:30):
and the functional academicsprogram really just is a whole
tool set for our teachers.
I like to say it's reallyscaffolding for our teachers.
It really tells us how we canteach, it's a structure and it
gives a lot of flexibility toour teachers just to be able to
still teach the things they wantto teach and teach in a way
that's helpful for them All.
(10:51):
that to say, I loved the program.
I wish I had it.
Speaker 2 (10:54):
So organized.
Speaker 3 (10:56):
Yes, layed out for you.
I've told special educationdirectors just this week.
I wish I had it because I neverwanted to be the teacher or the
team lead.
But if someone would just sayI'd said here, this is what
we're working on, this is howwe're doing it, I'm all for that
.
I just love the structure andso just fast forward as early as
(11:17):
I guess.
Last April I had a chance toreally come on board and join
the team and it's really justtaken off from there.
So I am doing all the traveling, all the overviews of the
program with different directorsacross the US and just try to
give directors and teachers andcoordinators just more resources
.
Our program is really a nicheprogram and there's a lot of
(11:39):
people that are always lookingfor something else, right.
Speaker 2 (11:42):
So if I can share it, I'd be more than happy to and I
know for me, when I just myexperience in the classroom, I
always struggled so much withthe data collection piece and I
think in the program it's reallywell laid out and I know you're
aware of some really prettyawesome tools that are coming
down the line, going to comeinto the program in the next few
(12:06):
months even, and so I wanted to, from your background in being
a BCBA and just behavioralanalyst, what does that look
like for you?
But does it?
It sounds exciting to me.
I just want to see what you'rethinking from your perspective.
Speaker 3 (12:23):
No, I love it.
The simplicity of the programin and of itself is fantastic.
It's really.
It's something that the datacollection piece is something we
should all be doing.
It is very difficult to do in aspecial education classroom.
It just is.
So when I talk to teachers anddirectors, I tell them hey, this
is a part of our program, butremember, I'm not asking you to
(12:44):
do all of it all at once.
Just a little bit each day.
Just be consistent.
Like I mentioned, and just sothey know and everyone else
knows, we're trying to make iteven easier for you to collect
data.
So that's the nice part.
We're not doing anything that'swildly different, other than
just condensing it into a formatthat says OK, this was pretty
(13:05):
easy, I can run my lesson, I cantake my data and then we can go
to the next activity, whateverthat may be.
So just trying to make it towhere teachers can teach, enjoy
the teaching aspect of it andnot be as adverse to just
collecting some data there asthey run their lessons.
Speaker 2 (13:21):
And then to inform where you're going for the next
step, or to be able to reportout to your IEP teams.
Even include your students inthat.
Look where you're going Likeyou're doing so well.
Like out this line.
This graph is amazing.
It's going to be a reallyawesome thing.
I wanted to highlight that.
Speaker 3 (13:39):
Yeah, yeah.
Speaker 2 (13:40):
Coming down the line.
It's coming soon.
Speaker 3 (13:42):
It's really cool.
I don't know specifically howmuch I could say about it, but
we are rolling it out, we'reworking on it.
But it is pretty insane howyoung some of the students that
I've worked with who reallyunderstand that at the end of
the day I want my graph to go upand really involved, so we can
really get our students involvedwith it too and get them on
(14:04):
board regardless of age.
They know I've had kids veryexcited.
Speaker 1 (14:08):
Oh, my graph went up.
Speaker 3 (14:09):
my graph went up and that's all they were worried
about where we see some of theeven bigger accomplishments that
they're making too.
Speaker 2 (14:15):
And it helps them to be involved in that
self-directed learning.
They take on their owneducation process, and involve
themselves in the IEP process,which I absolutely love.
Speaker 3 (14:28):
Absolutely.
Speaker 2 (14:29):
Good stuff, good stuff.
Tucker, thank you so much foryour time with us today.
I'm going to just remind somepeople real quick of some of the
things that we talked about,but I know you're off to go do,
hopefully, something really funtoday.
Speaker 3 (14:43):
At the end of your day.
Yeah, I think today I'm justrelaxing.
I got back from Austinyesterday, so a lot of outreach
today and now it's time to justrest a little bit.
So I'm very excited to sit downa little.
Speaker 2 (14:56):
We'll have to talk pickleball soon.
Speaker 3 (14:58):
Yes, let's do it.
That's the other side that Ienjoy.
Speaker 2 (15:01):
Exactly Okay.
Thanks so much for the talktoday.
It's great to talk to you.
Speaker 3 (15:05):
Yes, thank you so much for having me have a great
rest of your day.
Speaker 2 (15:09):
A heartfelt thank you to our generous sponsors.
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(15:31):
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Visit sdsworkscom to learn more.
In this episode of the Fast 15, we get a chance to
talk with Tucker Meek.
Tucker is a board-certifiedbehavior analyst who has been
working with students in thespecial education setting since
high school.
He received his master's inspecial education from Texas
Tech University in 2014 andimmediately started working with
a variety of students.
Over the next decade, Tuckerworked in private ABA clinics,
(00:24):
public schools and in-hometherapy.
Tucker has experienced startingand running a nonprofit
organization to help fundservices for students with
special needs, as well asvolunteering at the Special
Olympics.
He currently works as thedirector of district
partnerships for SDS and theFunctional Academics Program,
where he is able to travel thecountry and help provide
(00:45):
functional academic resourcesfor teachers and students.
Let's join into theconversation with Barb Beck as
she discovers more about hisinspiring journey.
Speaker 2 (00:54):
Hi, we're here with Tucker Meek today and I love
getting a chance to talk to you.
I don't get to get theperspective from behavioral
specialists like you very often,so this is a wonderful
opportunity, not just for me butfor our listeners.
So thank you for joining onwith us today.
I wanted to get your storyabout your whole journey from
(01:16):
high school.
I know you were introduced tothe field of special education
in high school.
Then, when you left, graduatedand went on to Texas Tech
University, what was that wholeprocess like for you?
Can you just tell your story?
Yeah?
Speaker 3 (01:32):
Yeah, thanks again for having me on.
I really appreciate it.
So I have always, as youmentioned, just fallen into
working with students and withchildren, especially going back
to high school.
We have a PALS program that Iworked in.
Speaker 1 (01:45):
It's like an experience kind of program.
Speaker 3 (01:47):
Yeah, it's more mentoring than anything so more
mentoring, similar to BigBrother's Big Sister.
So it was students that justneeded a little extra guidance
or maybe just an extra help or afriend at the least, and so
that program was really powerfulfor me as a 17, 18 year old.
So I was able to go intoelementary classrooms and I had
(02:11):
my buddy one for my elementaryset and then one for my middle
school set and really we justgot to know each other.
That was the core of it, wasjust being around somebody
having fun.
Speaker 2 (02:22):
Being a friend and making those connections
socially.
Speaker 3 (02:25):
Exactly, exactly.
Being a friend helping out theteacher and just saying, hey,
what is going on this week thatwe can just work through, maybe
or talk about?
And that was where I was reallyfirst introduced into special
education.
The student I had was diagnosedwith autism.
Very sweet kid and just veryenjoyable to be around.
I was just like somebody that,looking for a role model,
(02:46):
looking for attention, and itwas just a blast to just be able
to teach these kids and how todo school, just even starting
out as a great program.
Speaker 2 (02:55):
All the basics.
Yeah exactly yeah.
Speaker 3 (02:59):
So after that I went to college and went to school
out in Abilene, Texas, andstarted out wanting to become a
teacher and then freaked myselfout with some of the classwork
that I switched and just decidedlike I was worried about taking
certain classes and, forwhatever reason, decided to
switch and eventually, when Igot my masters, I ended up
(03:20):
finding myself back in thespecial education field there,
got my masters in specialeducation and really just fell
in love with what I was doing,which was working with mostly
students that have autism orbehavioral challenges.
So that's what I went intoright after school.
Speaker 2 (03:37):
Okay, so you worked in some clinic settings, you
worked in classroom settings.
Tell a little bit about yourtrajectory of learning and
understanding behavior and whatall of the components are to
that how to keep students atbase.
What was that process like foryou to really analyze behavior
(03:57):
and know how that kind of playsout in different contexts, how
to intervene when needed, how toback off when needed?
All of those things.
Speaker 3 (04:05):
Yeah, yeah, I would say, first and foremost, I had
great mentors that I learnedfrom.
I had a BCBA that's mycertification board, certified
behavior analyst and so I workedalongside two other BCBAs that
were just fantastically patientwith me and just helping me
understand our students and thekids we worked with.
The first place I worked was atessentially like a farm and it
(04:29):
was fantastic so we had animals,we had plenty of space for our
kids to run around, and I thinkthat opened my eyes to just
seeing that a lot of ourstudents need activity first and
foremost.
Right Sitting in a chairsitting all day long is tough.
So any movement that we can do,whether it's two minutes just
taking a movement break with ourstudents or 10 minutes of hey
(04:51):
everyone, we're all tired, let'sgo outside and just move around
for a bit.
It's so beneficial.
Speaker 2 (04:56):
And just being able to be as verbal as you need to
in certain circumstances, allthe time.
Speaker 3 (05:02):
Yeah, yeah, we definitely would scream outside
just for fun, we woulddefinitely have just no rules.
If you want to throw something,as long as it's not at somebody
, throw it over the fence likesand or sticks, like just do it.
This is the time you can, right.
And then just really getting toknow my students and knowing
especially my students withautism and then others that did
(05:22):
have behavioral challenges.
It was more about just lettingthem know what was happening,
right, letting them be a littlebit in control of what we're
doing, giving them those optionsof hey, right now, I know you
want to do something, but here'swhat we're doing.
There's two choices.
You can have one or the otherand then we'll go work towards
whatever our ultimate goal isthere.
A big piece of it is just beingconsistent, and that's the
(05:43):
hardest part sometimes is justbeing able to be okay with being
tired and still beingconsistent, be okay with letting
your kids have an off day andstill being as consistent as you
can, right.
But those are just some ofthose foundational pieces of
helping some of my kids that Ireally still lean on and
encourage students and parentsand other clinicians to this day
(06:04):
to just remember those piecestoo.
Speaker 2 (06:06):
Yeah, you highlighted .
When you're tired and I thinkas a classroom teacher or for a
behavioral analyst and anybodyin the field, related service
providers.
There are those moments whereyou get so fatigued and you run
out, maybe run out of ideas, andso in those early years, can
(06:28):
you encourage people who may bestruggling in that early
learning in the field how tobuild that resilience and I
think you just did say it it'sthat consistency that's so
important.
Speaker 3 (06:41):
What was it for you.
Speaker 2 (06:43):
What would you do, what would you say to encourage
somebody if they're reallystruggling with that?
Speaker 3 (06:47):
Yeah, I'd say first and foremost.
A lot of times I think we ashumans just assume or maybe
believe something's personalwhen it happens and so with my
students regardless of age, andI know I've worked elementary
all the way up to high schooland those students high school
middle schoolers they'll tellyou exactly what they think
about you.
But just kind of knowing like Alittle language at times, yeah,
(07:10):
and that's fine.
But just knowing it's comingfrom a place that it's not
really meant to be directedtowards you most of the time,
and so just knowing that it'snot personal towards me, there's
something else that's maybegoing on.
Maybe they're stressed orthey're tired.
So for my older group it's justremembering hey, you're right,
sometimes I am just annoying, Iget that, but here's why.
(07:33):
Here's what I'm trying to worktowards with you.
And then for my younger kids, Itry to have a bank of five to
10 activities.
It's just if I'm exhausted,here's things that we're all
gonna enjoy doing.
We can all in a sense getthrough our day and still be
productive.
But making it fun for our kidstoo, because I know sometimes
they get a little tired of someof the monotonous things that
(07:55):
maybe we're doing and they needto mix it up.
So getting messy, using someshaving cream, using markers on
the whiteboard, just somethingthat's different, is always
exciting for my students,especially those elementary
students.
Speaker 2 (08:09):
Right, you said a couple of things that just
really hit me Not personalizingwhat's happening with somebody
behaviorally, and just knowingthat there are deeper things at
times that are happening outsideof the classroom.
Maybe there are thingshappening at home, maybe things
that you just aren't aware of,and knowing that it's not always
(08:30):
about you or what you're doingor not doing, it's just simply
the situation.
So releasing yourself from thatand then also, when you do have
time and you have the energy,to get those activities in your
tool chest or your sleep.
Oh, now I've got this that I canthrow in the mix when, in the
moment, you may be too tired.
Even think of what that mightbe so to have those tools set up
(08:55):
for yourself before you getinto a sleep.
Speaker 3 (08:57):
Yeah, I would even say just even thinking about
that, especially my elementarykids.
For whatever reason, if theydidn't sleep well the night
before, usually they didn't eatbreakfast.
So it's always, if you'realways wondering about a student
, just ask them have you eatenanything?
Speaker 2 (09:11):
today.
Speaker 3 (09:12):
Like it is crazy how much we just glance over that.
So that's an easy thing.
I will be okay spending alittle bit of my money to grab
some granola bars or somethingat Costco and just saying hey,
you're hungry, that's fine.
You just gotta use thoselanguage, that language instead
of any other sort of actions, tojust express that you're not
(09:32):
feeling it right now.
Speaker 2 (09:33):
You need to eat something Right.
I know we could talk for daysabout the strategies that you
use and some of the bestpractices that you experience,
but I know as your role withS-D-E-S and functional academics
and talking to a lot ofteachers out there.
You're going to a lot ofconferences.
You're traveling a lot in.
I'm interested to know a littlebit more about your role with
(09:58):
functional academics and how youwere introduced to the program.
What is, yeah, what's yourjourney been like?
Speaker 3 (10:06):
Yeah, I was doing direct care as a BCBA and just
was a little burned out on thatpiece and wanted to continue to
parlay my experience workingwith students in special
education into something otherthan direct care.
So I found a job that got me inconnection with Brent and
Suzanne where I was really ableto dive into Suzanne's program
(10:30):
and the functional academicsprogram really just is a whole
tool set for our teachers.
I like to say it's reallyscaffolding for our teachers.
It really tells us how we canteach, it's a structure and it
gives a lot of flexibility toour teachers just to be able to
still teach the things they wantto teach and teach in a way
that's helpful for them All.
(10:51):
that to say, I loved the program.
I wish I had it.
Speaker 2 (10:54):
So organized.
Speaker 3 (10:56):
Yes, layed out for you.
I've told special educationdirectors just this week.
I wish I had it because I neverwanted to be the teacher or the
team lead.
But if someone would just sayI'd said here, this is what
we're working on, this is howwe're doing it, I'm all for that
.
I just love the structure andso just fast forward as early as
(11:17):
I guess.
Last April I had a chance toreally come on board and join
the team and it's really justtaken off from there.
So I am doing all the traveling, all the overviews of the
program with different directorsacross the US and just try to
give directors and teachers andcoordinators just more resources
.
Our program is really a nicheprogram and there's a lot of
(11:39):
people that are always lookingfor something else, right.
Speaker 2 (11:42):
So if I can share it, I'd be more than happy to and I
know for me, when I just myexperience in the classroom, I
always struggled so much withthe data collection piece and I
think in the program it's reallywell laid out and I know you're
aware of some really prettyawesome tools that are coming
down the line, going to comeinto the program in the next few
(12:06):
months even, and so I wanted to, from your background in being
a BCBA and just behavioralanalyst, what does that look
like for you?
But does it?
It sounds exciting to me.
I just want to see what you'rethinking from your perspective.
Speaker 3 (12:23):
No, I love it.
The simplicity of the programin and of itself is fantastic.
It's really.
It's something that the datacollection piece is something we
should all be doing.
It is very difficult to do in aspecial education classroom.
It just is.
So when I talk to teachers anddirectors, I tell them hey, this
is a part of our program, butremember, I'm not asking you to
(12:44):
do all of it all at once.
Just a little bit each day.
Just be consistent.
Like I mentioned, and just sothey know and everyone else
knows, we're trying to make iteven easier for you to collect
data.
So that's the nice part.
We're not doing anything that'swildly different, other than
just condensing it into a formatthat says OK, this was pretty
(13:05):
easy, I can run my lesson, I cantake my data and then we can go
to the next activity, whateverthat may be.
So just trying to make it towhere teachers can teach, enjoy
the teaching aspect of it andnot be as adverse to just
collecting some data there asthey run their lessons.
Speaker 2 (13:21):
And then to inform where you're going for the next
step, or to be able to reportout to your IEP teams.
Even include your students inthat.
Look where you're going Likeyou're doing so well.
Like out this line.
This graph is amazing.
It's going to be a reallyawesome thing.
I wanted to highlight that.
Speaker 3 (13:39):
Yeah, yeah.
Speaker 2 (13:40):
Coming down the line.
It's coming soon.
Speaker 3 (13:42):
It's really cool.
I don't know specifically howmuch I could say about it, but
we are rolling it out, we'reworking on it.
But it is pretty insane howyoung some of the students that
I've worked with who reallyunderstand that at the end of
the day I want my graph to go upand really involved, so we can
really get our students involvedwith it too and get them on
(14:04):
board regardless of age.
They know I've had kids veryexcited.
Speaker 1 (14:08):
Oh, my graph went up.
Speaker 3 (14:09):
my graph went up and that's all they were worried
about where we see some of theeven bigger accomplishments that
they're making too.
Speaker 2 (14:15):
And it helps them to be involved in that
self-directed learning.
They take on their owneducation process, and involve
themselves in the IEP process,which I absolutely love.
Speaker 3 (14:28):
Absolutely.
Speaker 2 (14:29):
Good stuff, good stuff.
Tucker, thank you so much foryour time with us today.
I'm going to just remind somepeople real quick of some of the
things that we talked about,but I know you're off to go do,
hopefully, something really funtoday.
Speaker 3 (14:43):
At the end of your day.
Yeah, I think today I'm justrelaxing.
I got back from Austinyesterday, so a lot of outreach
today and now it's time to justrest a little bit.
So I'm very excited to sit downa little.
Speaker 2 (14:56):
We'll have to talk pickleball soon.
Speaker 3 (14:58):
Yes, let's do it.
That's the other side that Ienjoy.
Speaker 2 (15:01):
Exactly Okay.
Thanks so much for the talktoday.
It's great to talk to you.
Speaker 3 (15:05):
Yes, thank you so much for having me have a great
rest of your day.
Speaker 2 (15:09):
A heartfelt thank you to our generous sponsors.
Specially designed educationservices.
Publishers of the FunctionalAcademics Program, please take a
moment to learn more about theonly true, comprehensive
functional academics programthat enables students with
moderate to severe disabilitiesto improve their ability to live
independently and showmeaningful growth both
(15:31):
academically and personally,while creating accountability
with data driven, evidence basedresults.
Visit sdsworkscom to learn more.
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