How would you know if Lola is for you? We asked a few people who use Lola daily about their experience with Lola. What do they get out of it? Here's what they said:
“Brian” is an elementary student with an IEP who struggled to stay on task every day.
During a November IEP meeting, Tina, the supervisor at a non-public Service Provider Agency, presented the following data sheet, collected by Behavior Intervention Implementation Provider (BII's).
This student started using Lola after the summer break (September). You can clearly see the improvement in these charts:
We've summarized the findings here:
And that's why the Special Ed team unanimously wrote Lola into this student’s IEP.
Authentically and honestly establishing an inclusive classroom varies in complexity for each student with special needs, but can be a reality- with Lola helping.
Thanks to you all for getting this into schools, homes and the lives of the kids who are truly experiencing inclusion!
*Disclaimer: The data presented here is not meant to indicate that Lola will work for all children and results may vary significantly depending on many factors outside the control of the child, school, teacher, or BII's. We provide no guarantee that Lola will be effective for all children.
With the sucess of Lola in the classroom many parents have begun requesting to use Lola at home to help with some of the more difficult or stressful times of day. Parents are finding useing worksystems to aide with homework and bedtime routines are a huge help. Here are a couple examples of parents using Lola sucesssfully at home...
PATRICIA AND MADISON:
What was your experience at home with your child in the AM and PM before Lola?
Madison had a hard time focusing on the tasks for homework. She would get lost and not progress in getting her work completed. She became agitated and would argue about the tasks that needed to be completed. She cried while doing homework and was just not pleasant.
What were some of the challenges and examples of situations you had to manage?
Madison would come home from school and not take out her homework. When sitting down to start her work, she would stare at the work and not know how to start. Then she would get frustrated and cry.
How did you find out about Lola?
Her teacher introduced her to Lola at school.
What did you hear from your child when he/she told you about Lola?
She was excited to use a program on an iPad at school. She told me that it was a great tool.
When do you use Lola now?
Now, we use Lola for her homework routine on a daily basis.
How has it changed your situation at home?
Madison no longer argues about what work needs to be completed. It has calmed her anxiety about her work. Lola has made homework time more manageable. She is more confident in her work.
Something unexpected? Result or change with your child that you weren’t anticipating?
Madison does not have a problem organizing her homework and is now proud of her success in getting her homework completed. She does not argue while completing her tasks. She can get her homework done on her own.
Do you have additional feedback?
The program really helped for Madison to understand what she needed to do get her homework done. She is working more efficiently and confidently. I help her with corrections, but she is happy that she can get most of it done on her own. She does not like the unknown and Lola helps her get over that fear of not knowing what to do next. It has helped her with her executive functioning skills.
JULIANNA AND SCARLETT:
My experience with my daughter before using the Lola program was like most parents-I dreaded homework time. I don’t think we used Lola much in the morning. It was mostly for Homework and her bedtime routine.
Before Lola my daughter didn’t work much independently. After Lola she completed her tasks, took more responsibility and did her bedtime routine with little to no prompts and reminders.
One example of a situation is my daughter received up to 6 pages of math work sometimes. Completing them all at once was overwhelming. With Lola I was able to set specific amounts of time for my daughter, Scarlett, to complete each page. Then I was able to set break times for stretching and/or getting water.
At bedtime I was able to set specific amounts of time for Scarlett to brush her teeth, set out clothes for the next day and do reading before bed.
I found out about Lola from Scarlett’s former third grade teacher, Mrs. Karen Caruso.
When Scarlett told me about getting to use Lola in Mrs. Caruso’s third grade class last year, she spoke about it enthusiastically! She was excited to have been given the responsibility to remember HW assignments without me going into the class everyday and checking her backpack against what was on the board.
I use Lola now if I’d like to introduce a new routine of any kind. Lola has been a relationship saver. My daughter and I argue less when she knows I can setup a Lola routine for her to follow.
My daughter is in the fourth grade now and had trouble again remembering her homework at the beginning of the year. After we were asked to start using Lola for homework and bedtime routines, my daughter’s memory seems to have gotten better. Although, we were not able to set up tasks to help remind her to get everything she needed from her desk at school, just the act of knowing we would need everything for Lola seemed to have given her more incentive to remember to bring all of her materials home.
I’d like to add that I really love the Lola App!
If you are a parent looking to create smoother transitions from after school through homework and into bed, discover what other parents have. Build the bonds and relationships, let Lola take some of the stress away, simply sign up online today.
Lola has been named a case study for new and innovative technology in the new book Charting the Course, Special Education in Charter Schools, by Azure D. S. Angelov and David F. Bateman. 2016
You can pre-order your copy today... http://www.pubs.cec.sped.org/p6231/
Charter schools have expanded over the last 20 years, reaching 2 million students in 5,500 schools nationwide.
This book tells the interesting history of the public education system and how we have strived to serve the underserved with equality in education. It also explains how collaboration with policy makers, teachers, and parents using new ideas and innovative technologies to design individualized education programs is most effective for all students, including those with disabilities.
Case Study: The Era of Educational Innovation Los Angeles Unified School District Los Angeles, California
“Education is supposed to evolve. Technology can scaffold instruction in a whole new way. Ed tech should start with teachers. Teachers have the ideas and innovation to take our profession back. I feel like we’ve lived through the dark ages and are moving into an era of innovation in education.” Karen Caruso
“If your idea is driven by your students, keep them as your focus. Students should be your North Star.” Karen Caruso
Innovation was the theme of the times, and innovation could take place within the present system. Find some new idea or program, and then all that was needed was some in-service training and presto: education in your school would be improved! (Ray Budde, 1996, p. 72)
Read more with this sneak peak…. http://www.pubs.cec.sped.org/wp-content/uploads/2016/10/P6231-Chapt-1.pdf
Derrick Hill, Behavior Interventionist says:
"Lola is an amazing program, that assists students of all ages and grades to remain on task, focused, and equally important included. For example, as I walked into class one morning, I could not find my assigned student because he was so on task thanks to Lola."
__ Karen M Caruso, Co-Founder Lola Techsystems
I got to spend an awesome day with other members of Team Lola for the COP3 Summit at the California Endowment Center! In between seminars, we had many visitors to our table, giving us an opportunity to share the benefits of how Lola helps students with Special Needs function independently in the classroom. A quick demonstration of the interactive student/teacher system is all it takes to see just how easy it is to implement and maintain.
Later in the day, Karen and Kaye gave a seminar on Executive Function and what it means in today’s classroom. Lately there’s been a lot of chatter about what EF is and what it takes to develop it. The seminar focused on what EF is, and how a lack of it significantly affects the majority of today’s students. This is a growing problem in today’s distractible world. Simply put: educators must find new ways to keep students on task and engaged if these kids are going to be and feel independently successful. Though the information in the seminar wasn’t new to me, I left feeling convinced that Lola is going change the face of learning.
It's near the end of the year, and the kids are all excited about school getting out. Translation: we still have work to do, but these days, it's difficult to get them settled down to the business of the classroom...especially after recess. But I was feeling inspired by my recent Lola success with whole group learning! So, I quickly tapped out a Lola routine for a "work with your seat-partner" Social Studies assignment about the Constitution. Just as the recess bell rang, I assigned the routine.
As the kids came in, they saw their assignment clearly projected on the big screen...and got right to work without my saying a word! No repeating over and over to take out their Social Studies books...no responding again and again to, "What are we supposed to do?" questions.
It was the smoothest transition from recess back to class I'd had all week. That works for me!
My students thrive when each works at his/her own pace, as they should. Some are faster at reading, some ponder before writing and some elaborate with details, especially when researching and taking notes. Lola allows me to create routines to support all these types of student researchers.
Additionally, I observed that the students weren't interested in what the person next to him or her was doing, but rather focused on where in the routine he or she was regarding Lola's prompting. Moreover, the students had a chance to exercise and develop self-control, time management and goal persistence, all of which are essential Executive Functions skills!
“More writing?!” groaned my class of 5th graders. My explanation: that we’d be editing, not writing, didn’t go over too well. Rough draft…editing…final draft; any one of these can be a real challenge for some kids. And this assignment was especially important. It was their 5th Grade Culmination speeches. But the class didn’t realize I had a way to make this assignment not only doable but fun, using Lola.
Of course, my class is familiar with Lola because I’m using it regularly with three students. But today I tried something different. I configured my laptop so my Work System would project on the big screen. Voila! I was able to make Lola available to the whole class.
Lola’s ‘Routine/Task’ functions helped guide me in breaking down the steps for editing an essay. In about 10 minutes at lunch, I had 7 steps tapped out. Everything from ‘proofreading’ to ‘check punctuation’ and ‘upgrade your verb choice’ was on my list. Lola makes it easy for a teacher to include anything he or she wants the kids focus on. Simply run your own, customized Work System and, as each step illuminates, kids can easily follow along. In today’s example, the repetition of directions (by me) and never-ending questions such as: “What do I do?” (from the students) was eliminated, thus freeing up my time and energies so I could circulate the room and help students as needed.
Seeing the steps broken down--and handy so they could refer to them--facilitated a better understanding of the writing process for the kids and made for a productive afternoon lesson for all.
Writing made easy. Thanks, Lola! ☺
Yesterday I came back into the classroom after a break, and as I walked to my seat I glanced at the iPad screens of two students I assist. I was able to see that they were referencing their Work Systems and that they were on task. Then I sat down and checked if there were any messages from them that needed an immediate response and was able to see the task steps coming up in Lola. All of this was done quickly and quietly without speaking or interrupting the flow of the classroom.
Lola is a tool that helps students increase their focus and organization skills. It’s great to be able to communicate through the messaging function on Lola, instead of trying to carry out potentially disruptive conversations in the middle of a lesson. It reinforces a focused and productive atmosphere in the classroom. It also supports my efforts to assist students with special needs in a very private and effective way.