Date: 8/20/04 (Fri.)
My homework is:
I worked on these things today:
self-control/obedience [dictionary skills]
My behavior today
was: mostly good
Teacher Comments: [smiley face]
--Hldbd
niknotes: The teacher added
"dictionary skills" to his list. The other notes on the report sheet have
been written by Jack himself. In a later report, that might be obvious
when "antonyms" is spelled "antenems."
Niknotes:
Jack and Mick are both at Magill
Elementary this year. Jack is actually in the same classroom he had the
last three years, but with a new teacher, Mrs. Velvet Hildebrand (and two
paraprofessionals, Mrs. Betz and Mrs. Kemmerer). Mick is just next door
with Mrs. Tonya Thompson (and Mrs. Smith and Mrs. Avitabile) who taught Jack
last year.
Jack and Mick ride together
on the bus, which has been nothing but positive so far; although, they did have
a change in bus drivers (from Ms. Debbie to Ms. Sandy) the second week of school
which has delayed their arrival home after school. The bus doesn't reach
school until the big buses (regular ed.) are already lined up and loading,
instead of leaving beforehand with the other special needs buses, so the boys
stay in their classrooms for a half-hour after school lets out before boarding
the bus to come home. Still, they are home by
3:30. Unfortunately, Mick has been reluctant to go to school,
as opposed to last year when he sprinted to the bus each morning shouting, "Hey,
MISS FAYE!" He's had a lot of adjustments to make, poor thing. But
there haven't been any major tantrums over it, and by the third week, he was
only saying "Mick's not to go to school today" until after breakfast when it
changes to "Mama, say, 'Mick, is it time for school?'" His response is
"Yes" with a smile and expression that must mirror mine when I'm trying to
comfort or console him -- a consolation smile, didn't know I had one till Mick
handed it back. He does that a lot -- mimics my tone of voice or
expression in parallel circumstances. He's too good at it. I guess
he speaks my language, as it were. Jack said once that he speaks both our
(mine and Sean's) languages, when I asked him about his dual-pronunciation of
the word "syrup" (Sean says "seerup," I say "sirrup.") Jack
went on to explain that "not only are we linked by language but also by
emotions."
Jack has some of the same
students from last year with him in Mrs. Hildebrand's class, including precious,
precious Davin and Aaron, and then some from two years ago: Emily, Jaret,
and Xavier. There are only two new faces (new to Jack): Daniel and
Malcolm, a fifth- and fourth-grader, respectively. I haven't quite
accepted that Jack is in THIRD GRADE. How can it be?
Anyway, Jack's daily report sheet
is much briefer than last year's form so I intend to compile a week's worth
generally before posting to our website. I may do the same with Mick's,
even though it's the more detailed form that Jack had from
Penoncello/Thompson. Mick's teachers alerted me to the new enforcement of
the county policy to keep the notes more "businesslike." They didn't want
me to think the lack of Mick anecdotes was indicative of a lack of affection on
their part. In fact, Mrs. Smith told me that the only thing keeping her
heart from breaking completely over losing Jack to the third grade is getting to
have little, angelic Mick in their class this year. (Partee Elementary
apparently dissolved all their self-contained autism classes so Mrs. McCracken
isn't even there this year even if Mick had been placed back in "moderate"
rather than "mild." Mick is kind of on the moderate/mild borderline, with
his academics and behaviors being right in line with Mrs. Thompson's group, but
his verbal skills are less than the other students'. The hope is that his
verbal skills will improve with the other students to model and that his
behavior and academics will not suffer as they might in the moderate
class. I know he will get along and enjoy Mrs. Thompson's students, but I
hope he won't become confused and discouraged due to his delayed speech, which
is probably at the same level as the moderate class, which includes one (or two,
if it's the same Nakeem) of his classmates from Partee. We'll all, of
course, be keeping an eye on those issues as school progresses, and if he needs
to change, I am pretty sure there is room in the moderate class at Magill,
especially considering the relative ease of changing classes compared to
changing schools. I truly believe that our school system places the needs
of the children above other considerations and tries to keep the disruptions,
especially for the autistic ones, to a minimum, when possible. Not all the
parents would agree with me, probably, but that's been our experience,
thankfully.
I didn't realize I had so much to say, and I
should probably go back and edit, but . . . naah!