A Special Ed Day

I was back in Ms. H's moderate to severe special ed class. (When I was last there, I had some car trouble.) 

The first block. Ryder was punching in the air. I was far enough away that I didn't get hit, but I was close enough that one wrong move and I could. I gently mentioned maybe not punching the air. But Ms. S, one of the instructional aides, informed me that Ryder used to punch walls. Punching the air was way better. Agreed.

Ryder had a pretty constant monologue going. Sometimes I could follow his train of thought, sometimes I couldn't.

Ryder wanted to write "superhero" on his paper. Ms. S said he could write it on the back. Later in the day, he wrote it as his last name (although he knows his last name and could spell it when he was prompted to put it on his paper). 

There were worksheets (on the calendar, on telling time, etc). There were activities. Ryder was a little hard to direct, but he eventually got his stuff done.

At lunch, he disappeared into the bathroom and returned in a Batman costume. I had seen him in this costume on previous occasions, and as no one commented on it, I gathered it was a usual thing. Ms. S later told me Ryder gets to have lunch in the costume. Whatever works.

But by math class, Ryder was kind of done. There was a coloring worksheet that he was in a hurry to complete, but I could not get him to do it properly. I directed as best I could, but he wouldn't slow down enough to follow directions. But it was the afternoon of the Thursday before a four-day weekend, so we were all a bit burnt out.

After that, we got to do "fun Friday". (We had a science lesson in the lesson plans, but the IAs said Ms. H had texted them to shift us to a wind down for the weekend. That was fine by me.) Ryder got to hum along to whatever songs he was listening to on his computer. (They got out a Nintendo Switch and connected it to the big screen TV in the classroom. Several students enjoyed that.) 

It was a pretty standard day in that kind of classroom. I've definitely had worse. 

You want to see a bit of their math lesson? We started class with two videos. These were the same two videos I showed the last time I was in class. (They do a lot of repetition. It helps them learn certain concepts.) After the videos, they had other work. But the tunes are kind of catchy. 

Day in the Life of a Sub

Last Friday was a day...

As I drove to school, the sun was shining. And the rain was falling.

The rain wasn't supposed to be falling. The weather report had said we were done with rain (for a bit). 

Once I parked, I double checked the weather app on my phone (to determine which umbrella I'd bring from my car) to discover that the sub desk had called me. I called her back, and she let me know that my job for the day had been cancelled. 

But, they were going to switch my gig to another teacher whose scheduled sub had cancelled the evening before. As it was at the same school (two doors down from the teacher I was expecting to cover), it wasn't a major issue.

The teacher I was now covering was leaving on a field trip for a flag football tournament. These are the moderate to severe special ed classes, and the districts in the area have begun a "unified" thing where some special ed kiddos and some general ed kiddos play on various teams and compete against different schools. 

This, of course, meant that the classes would be light some students. I also gained a couple students (Zena...) due to them remaining behind while their teacher didn't get a sub. 

Once the dust settled, the first class went pretty smoothly. Then, instead of getting a prep period, I was asked to cover a class over in the new STEAM building. 

I found someone to open the door for me (they don't give me keys when I'm covering an extra period), and he had trouble finding the room. (I do not know my way around the STEAM building as it's new this year. I've subbed in there a few times, but every time I have to consult a map to figure out where I need to go. In a couple years, after I've been in the building several more times, I'll be an old pro.) 

What class was I covering? It was called BioAnimaker. Apparently, they're eventually going to learn how to make lifelike robots or something. The students explained that at the moment the class was more playing with 3D printers. (The new building has spaces for things that the school hasn't quite instituted yet. It's coming, though.) 

This is how I learn about some of these things. I cover the class.

After that class, it was time for art.

Ms. A co-teaches an art class with a general ed art teacher (who I've subbed for a couple times this school year). It's a mixed class--some of Ms. A's special ed kiddos along with Ms. G's general ed kiddos. (It's more of the unified stuff. They integrate the special ed kiddos into the general population, and they expose the general ed kiddos to students who are different.) 

As luck would have it, the art class was also in the STEAM building. I didn't have far to go at all.

After art was lunchtime. I got to sit and eat. I was enjoying the moment of not traipsing all over campus when... EARTHQUAKE. 

An instructional assistant was in the room with me (supervising her one-to-one student), but she didn't feel it. I immediately consulted my earthquake app to learn it was a 4.7 on the Richter scale. (I heard it was downgraded to a 4.6 later.) The epicenter was roughly 45 miles away. 

The earthquake was about ten minutes before the end of lunch. I had three students in the next class. And then I had two when one of them got called into speech. (A speech therapist has half hour classes with some of the kiddos from time to time.) 

Then the field trippers returned. (They got first place in the tournament.) Some remained in class while others went off to different classes. And Ms. A returned, although she was in and out finishing up things from her day off campus.

After all that, I needed the weekend. Although, some days are like this. I go all over the place and do various things. It helps that a lot of this was stuff I was accustomed to, so I just rolled with it. That's the gig.

Locked In

Wednesday. I had accepted a gig covering a moderate to severe special ed class, so I was prepared for a certain kind of day. It's not that I have to mentally prepare myself or anything as I've covered those classes enough times in the past that I'm not worried. But I do go in with certain expectations.

I arrived at the school. I parked. I attempted to get out of my car...

I have an older car. It has a manual lock. I flipped the lock open, and it snapped. My door remained locked and I couldn't unlock it. I couldn't open the door.

I managed to climb out via the passenger side. But now I was in a panic. What was I going to do now?

I attempted to focus on the job. I was at school. I could work. 

For the first block (second period) we had "unified cheer". The school has been doing more inclusive things with this population, like having intramural basketball tournaments and such. They can't do all the intricate tricks and gymnastics that the general population cheer squad does, but they can do the basic cheers. So, they practiced those.

The class is mostly special ed, but it has a few general ed students, and they helped the kiddos along. It's a PE class for all of them.

I was the co-teacher in this situation, so the main PE teacher ran the class while I "assisted". (Read: hovered at the perimeter of the class while inwardly panicking about my car.) 

Yeah, I wasn't much of an assistant.

It turned out that I had a prep period after this. After one of the instructional aides suggested Auto Club, I attempted to call and get a person to see if they had someone that could help. But, alas, it's all automated now. But, during the block of my prep period, I managed to meet with a tow truck driver only to discover that I could unlock the driver side door from the outside with my key, so I could get in and out.

Well, that's something. 

Apparently, I need an auto body shop to make that particular repair. Which is something I need to do now.

But, until I find that, I can get in and out of the car and drive it around. So, I was able to get home. And to work the next day.

And I had some time to calm down so I could be of some use to periods six and eight. 

(The classes went pretty well. We had the usual behaviors, but nothing too terrible. I've had some days with some doozies of behavior, so it was a pretty decent day.)

Perp Walk

On Tuesday of last week, I was back in Ms. R's moderate to severe special ed class. (I was last there two weeks ago.) 

The last time I was there, Zena had a meltdown that had her tearing one of the bulletin boards off the wall, and she battled her one-to-one aide about doing work (until it was almost lunchtime, when she was suddenly very cooperative so she could go eat outside). 

On this day, Zena refused to do any work. And to entertain herself, she kept reaching for her one-to-one aide's hair so she could pull it.

(I got pictures of her in action so the one-to-one aide could update Zena's mom on her behavior for the day.) 

Having a sub in the room (even though all the instructional assistants are there and things run pretty normally) throws the students off. The behaviors increase. Sometimes.

Zena was due to leave school early that day as she had a doctor's appointment. But getting Zena to leave can be an issue. (They told me about one day where Zena refused to budge for something like eight hours. They could not get her into her mother's car to go home.)

But one of the IAs had tried a trick with Zena that seemed to work. So they were going to try it again.

They "arrested" Zena.

They told her to stand, put her hands behind her back, and they held her like she was being handcuffed. Zena actually seemed to enjoy this. Then they perp walked her out of the room (getting someone to grab her backpack). 

Zena loves attention. Negative or positive, it doesn't matter. I guess this gave her the attention she craved.

She was taken from class and delivered to her mother. I presume she made it to her doctor's appointment without incident.

It was a strange technique. But, whatever works, right? I wonder how long that'll work, though. These sorts of tricks only work for a short time.

Not Brown

Thursday I took a gig in a special ed class that was labeled as "moderate to severe" in the substitute teacher booking app. I knew what that meant, as I have covered those classes in the past. Many times. 

Fifth period. The instructional assistant (IA) asked me to help DeMarcus with his packet work. (The IAs know the kiddos. I don't. I follow the IAs' lead.) I was warned I might need to write things out in highlighter for DeMarcus to trace as he didn't write well.

It turned out I didn't need the highlighter. The first page had DeMarcus choosing which of two items was more expensive. All he had to do was circle. Then he had to count boxes. He could write his numbers.

The third sheet he was to do was a coloring thing. There were various items on it, like cereal, chicken, grapes, and butter. He was to color fruits and vegetables green, dairy yellow, meat red, and grains brown. 

Okay, easy enough.

We got the colors. I prompted him with the thing. "Are grapes a fruit or vegetable or are they a grain?" (When I gave him four choices, he said yes to all of them.) Then he'd color the thing.

It went pretty well until we got to the cereal. He figured out it was a grain. I told him to color it brown. 

The look on his face...

He did not want to color it brown. (I knew what he was going to compare the color to. He did not say it, but his face told me what he would have said if he was going to say it.) 

Well, we had a box of crayons. What would it hurt to color it something else? 

So, I gave DeMarcus the choice. What color would he rather use than brown? He chose blue. 

Works for me.

I left a comment in the note to the teacher that we substituted colors (so she wouldn't think that DeMarcus was just randomly using blue). Because, seriously, it wasn't worth getting into the argument.

A Makeshift Birthday Card

In every workplace there is that one person who takes on the emotional labor of keeping track of everyone's birthdays. They remind those around them of the upcoming, and they make sure that those birthdays get some sort of recognition. 

Friday. The second day of school. 

As we got things situated on Thursday, the aide commented that she had never worked on her birthday before. (Our school year is starting a whole lot earlier than it used to.) She wrote her birthday on the calendar. It was the next day. 

Ms. D had been one of the aides in Ms. S's class last year. (This is the class I covered from November to the end of January.) And Ms. D was the one who kept track of the students' birthdays and such. 

It totally slipped my mind that it was her birthday the next day, so I didn't remember to go out and at least get her a card. But I did remember when she arrived, so the class sang "Happy Birthday" to her. 

As soon as she went out of class to do something, I grabbed some construction paper and created a card for her. I had the students sign it. 

Then, quietly, I got the other aide to distribute the card to the rest of the school. 

I wasn't that sneaky about it, but Ms. D seemed surprised when I presented the card to her at the end of the day. 

Because the person who remembers everyone else's birthday deserves to have her birthday remembered. Even if it was kind of makeshift. Sigh. 

I informed Mr. G of the event. I hope he brings in a cake or something for her.

The Soft Opening

The first day of school kind of feels like the grand opening of a restaurant or other business. Everyone is there. Everyone is on their best behavior. You've got crowds and new things and all the focus is on the beginning. 

The past couple years, I've felt like a brand new employee (with no prior training) on the first day of school. I've moaned about falling into "vacant" classes, that is, a class with no teacher assigned. And while I know that's mostly how one works on the first day of school, I wasn't really looking forward to having to do that yet again.

And then a gig at the adult transition center popped up for the first two days of school. For Mr. G. Who I know didn't retire. 

While I had never subbed for Mr. G before, I spent 117 days at the adult transition center last school year. I've met the students. While I might not know Mr. G's exact schedule, I do have a rough idea of what he usually does. 

So, instead of jumping right into the school year, I'm kind of easing into it, like having a soft opening before the official grand opening. 

Things were a bit of a mess, as the room hadn't been prepped and Mr. G's usual aides weren't there. (One was out and the other got moved to a different class.) But I had Pizza, Leanna, and Brittany. And I'd been around the other three students before. (We were supposed to have incoming new students, but they didn't show up.) 

Not a bad way to start the new school year. And this group was way easier than Ms. L's group. (Although I did get to see many of them as well. I just saw them before and after school.) 

Last Days of School 13

I'm really not sure what one story to tell to wrap up this school year, so instead I'm going to tell 13 mini stories. (This is a Thursday 13.) 

Note: Tomorrow will be my annual post of my year end stats where I wrap up the year with a tally of how many days I worked covering each subject. (I do this post more for me. It can be dry. It is definitely long. And I completely understand if you wish to skip it.) 

1. Last Tuesday was Natalie's birthday. Each student gets a small celebration for their birthday. We had pizza for lunch, and Vera made Natalie chocolate brownies. I think Natalie appreciated having "Happy Birthday" sung to her (multiple times). Although, we let her spend most of the day on her computer. 

2. Also on Tuesday, one of the teachers hosted a softball game in the park. Jennifer and Jonas went along. Which meant more pizza for those of us still in class. (They ordered pizza for those that went to the park, so Jennifer and Jonas didn't miss out.) 

3. Our school is right next to an elementary school. (At one time, I think our buildings were actually part of their campus.) Our classrooms are separated from their sixth grade classrooms by a fence. Last Friday and Tuesday (Monday was a holiday) the sixth graders were very loud. Understandably so. It was their end of year celebrations. (It's not like we were taking finals or anything.)

4. Thursday morning, I was on bus duty. (It wasn't actually my day, but Mr. G was late, and the other aides weren't there. However, the buses were.) Jennifer: "What's going on over there?" She was referring to the elementary school. Me: "They are having a literal field day." Earl: "It looks like kickball." We decided it must be a kickball game of faculty versus the sixth graders. No one bothered to confirm or deny our supposition. 

5. The reason the staff was missing for student arrival: the principal had brought in goodies from a local bakery and had invited everyone to partake. (I got some cookies and fruit salad later on in the day.) 

6. Wednesday morning. Me: "I don't have anything planned for today. What do you want to do?" I'm not sure who suggested a movie. I was down for that. I opened the floor for suggestions. Keyla: "I think we should play one of the classics for a change." That's when I knew. Cinderella. Jennifer was unfamiliar with the story. I was quite pleased that we didn't miss out on that little bit of Jennifer's education. 

7. Also on Wednesday, Ms. L, the teacher who retired, came by to say hi. Jennifer was thrilled to see her. Jennifer had been making Ms. L a book. (I helped her punch holes in the paper so she could "bind" it with twine.) Jennifer got to give it to her in person.

8. We had some drama in our yard. Remember the neighbor who keeps chickens? One day I looked over and saw a warning sign on the back of the fence, saying not to touch as it was electrified. It took the administration about a week longer to notice, and then it became a thing, as I guess they're not allowed to put up electrified fences next to schools. The school put up caution tape around the whole thing. 

Apparently the city got involved. I mean, it wasn't like the students really go near it, so the tape was kinda unnecessary. 

9. The only student who's generally out there is Domingo. He has his little area... 

...although he wanders the grassy area much of the day. One day I didn't see him. He was on the other side of the caution tape. Earl informed me that he just pushes the caution tape out of the way and goes through whenever he wants. 

So, yeah, that caution tape really made the students safer...

10. The last week or so, we all got our summer school assignments. The adult transition center's program goes for two weeks and two days. They're bringing in a teacher from the high school that feeds the adult transition center to run one of the classes. I've met her. This is not her usual gig, but she does have a special ed credential, and it might be a nice change for her. I wish her luck.

11. I got an email from the sub caller asking if I wished to teach a summer school class. While I do want some time off, I am aware that I'll likely be bored, so I said yes. I'm not sure if this is the right choice, but when this post goes live, I'll be on day 2 of that assignment. 

12. While I will miss these students, I'll be glad to do something different now. It's a reason I sub--I like the variety. And, I'm still on the sub list. If one of the teachers needs a day off (and they have taken days off), I can be the one to fill the gig next year. So, it wasn't like it was a forever goodbye.

13. On the last day, I checked in my computer, turned in my keys, and left the campus for the last time this school year. The 2021-22 school year is officially complete.

Petty

The adult transition center starts its day about an hour later than everyone else. Which has been really nice. 

The school shares its parking lot with the elementary school next door. There's always plenty of parking. 

I've been rolling in 30-45 minutes before the start of the school day. It gives me time to set up things and get ready for the day. 

As I was driving in last Wednesday, I passed another elementary school on my way to "my" school. I noticed that they had everything set up for a sixth grade promotion ceremony. I got a little teary-eyed thinking about how the sixth graders were transitioning.

The obvious didn't occur to me until I got to "my" school. 

But when I saw cars pulling out of the parking lot, I knew.

The elementary school next door was also having a sixth grade promotion ceremony, and all the parents had overwhelmed the parking lot. 

They had spilled out into the street. And there was no leftover parking for, um, teachers who hadn't started our day yet.

Grumble, grumble.

I pulled out of the parking lot and headed to the neighborhood across the street. I found parking, and I walked in. (The street is fairly busy, so this walking in included going half a block to the nearest crosswalk.) 

As I headed for the classroom, I ran across a car parked in a loading zone. Normally, I wouldn't really care. But this car was in our loading zone. That is, it was in the spot where the buses for our school have to park to drop off our students. 

Oh no...

So, I called and reported the car to our office. (I may have asked if the car could be towed.) Because our buses were arriving in about fifteen minutes, they'd need a place to stop. 

Was I being petty? Yup. But I'm okay with that. There's a reason that's marked as a loading zone.

Every single aide was late. As were the other two teachers. (Well, later than they normally are. Not very "late" late.) We all had the same issue.

I asked about the car in the buses' loading zone. They said it was gone.

I doubt they had enough time to tow the car. I'm sure they just called over to the elementary school and had someone make an announcement to move their car. But at least it was moved.

And when the ceremony was over and the parents departed, we all (one at a time) went and retrieved our cars and parked them in the lot. It was a minor inconvenience, really. 

I just wish someone had given us a heads up beforehand. We could have arrived earlier that day. Oh well.

The Evidence

I have mentioned Natalie's obsession with her computer before. 

Most of the time, when she has computer time, she goes on YouTube and watches station identifications over and over again. Lately, I've noticed she goes to CNN 10 and replays the video we watched earlier that day. She likes to replay bits over and over. I think she likes the sounds. She'll mimic them sometimes.

The other thing she does that she's not supposed to do is to open up her camera and take videos.

Early on, I put tape over her camera. I expected her to object, but she's left it alone the whole time. I don't think she notices the non-picture. I think she's doing it for the audio. 

But be that as it may, we don't want her recording random things in the classroom. (Who knows what conversations she's catching?) 

I thought I was stopping her from recording. I was wrong.

Last week, as I was clearing her computer, the camera app popped up. And I just happened to the file of what was saved. And it was a bit shocking...

That's more than 5000 images. As you can see, I was deleting all of them. The majority of them were just the blank screen (as I had put tape over the camera), but there were a couple with an image of Natalie's forehead. 

Then I got to the videos...

Over 3000 videos. 

If I had more time and more help, we would totally have someone spend the day with Natalie and work on having her do something besides take videos of a blank screen and her banging on her table. But as it is...

And she still manages to save a dozen or so new files daily (now that I'm checking daily). Sigh.

Virtual Ceremony

At the adult transition center, the students don't "graduate". We had our "culmination" ceremony last Wednesday. 

Today is actually our last day of school. Woo-hoo! I'll have the wrap up of the school year along with my year end stats for you next week. And then the week after... Summer school. Because they asked me and I said yes.

The students "age out" at 22. We only have one student who will be 22 in July. 

It was a virtual ceremony even though the other schools in the district are holding in person graduations this year. The principal had put together a slide show, and I set up the virtual meet to be projected in the class for all the students.

I have been projecting things to the students since I took over this class. No issues. For this? No sound.

I tried everything. In the end, while they could see everything on screen, they had to hear the ceremony via the speakers on my laptop computer. Sigh. 

It was a nice ceremony. The had pictures of all nine "graduates" along with their baby pictures. So cute. 

Because it was virtual, it went a lot quicker than it would have if everything had been in person. I totally copped out when it was time for me to talk about Elena. I wished her luck in her future. Luckily, Ms. L (the class' newly retired teacher) was there (as a surprise), so she said a few words about Elena. It was sweet. 

And then there was a spot for pictures (the families could come to have pictures taken) and cake. 

I'm going to miss this class when I leave. At least I got to do this celebration with them.

Slimy

One day on CNN 10 there was a story about "soft" robots. I thought they kind of looked like they were made of slime. I mentioned this and then asked if the students had ever made slime. They had not.

Oh, then we had to do this.

Like with the paper airplanes last week, this is not the sort of thing I would encourage in a general ed class. But these students are not those students. 

It took me a couple weeks to acquire ingredients. And then I figured last Tuesday would be a good day to attempt the "experiment". I found a video online that described the process, and I showed it to them.

This video used acrylic paint to color the slime, and I was glad to see it as in the very cursory research I did before springing this project on them, I only saw them use food coloring. We did not have food coloring. But we had paint.

Jonas and Jennifer agreed they'd like to try blue slime. I had Jennifer pour out the glue. Then she added the water. I did the bit with the borax, and Jonas stirred. 

It came together rather well, actually. 

We put glitter in, but you can't really see it.

We offered some to Natalie. She wouldn't be bothered (as she was on her computer, so she was content). We offered some to Penelope, but she told us no. Yohana liked hers so much that it got all over her sweatshirt (oops). 

Then Keyla offered some to Doris...

Doris remains outside and lately Keyla has been spending her days outside supervising her. So, I did not see what happened when Keyla took the slime to Doris. All I know is that Keyla returned a short time later, threw the rest of the slime (pictured above) into the trash, and told me I didn't want to know what Doris had done with it. 

Okay, then. 

Jonas and Jennifer put their slime into containers and took it home. I'm tempted to try the slime again, this time with less glue (as only a couple of them enjoyed the project) and different colors. But I don't think we'll have time to get to it.

Anyway, my curiosity is sated. I know how the thing works. And now they do, too.

Reshowing

Towards the end of the day, I like to muse aloud about what I'm thinking for the plans for the next school day. It was Thursday afternoon, and I didn't really have anything planned for Friday. 

So, I asked the class if there was something they wanted to do on Friday. 

Jennifer: We could watch a movie. 

That was kind of what I wanted, but I didn't want to inundate them with movies. But if the idea came from them... 

Then I asked what movie they'd want to see. Jennifer said she wouldn't mind seeing Sneakerella again. 

(Then we got off on a tangent as to why it wasn't called Sneakers. This is where I explained that it was a remake of Cinderella and how the title was meant to evoke that. Jennifer was unfamiliar with Cinderella, something I should probably rectify, so I explained the basic plot of the original, pointing out how Sneakerella used those elements. Jennifer didn't grasp the concept.)

This whole past week, Jonas has been using his free computer time to play the songs from the movie, so I wasn't surprised that he was okay with watching the movie again. 

On Friday, movie time, and I started the movie. Penelope had been out the prior week (on vacation with her family), so it was new to her. 

Jennifer took a count of the songs. (We thought there had been six songs. We were wrong. There were nine, with a reprise of the first song at the end. I explained what a reprise was to Jennifer.)

When the first song came on, Jonas got up to dance along. And it was clear he had been watching the songs all week as he was pretty close to the choreography of the dancers. (He's no dancer by a long shot, but for his ability level, his dancing was a match to what was on screen.) I even got him to put on his glasses (something he resists) so he could see the movie better. 

Because we have other things that we have to do as well, I had to pause the movie a couple times. (We have lunch duty on Fridays. And we had to break for lunch.) Each time, Penelope asked for her computer to watch videos to keep herself entertained. When it was time to start the movie again, she closed her computer. (She'll watch her own thing many times, so that she closed her computer herself tells me that she was into the movie.) 

All in all, it was a nice afternoon on a Friday. I may be leaning too heavily on movie days, but when you read this, we'll have three more days of school. We're almost there.

Paper Airplanes and the Substitute Teacher

First thing in the morning, we do a "calendar" thing. It starts with changing the date on the board, but it encompasses the weather and current events. (I try to draw the whole thing out so it takes us about an hour and a half.) 

We have two sources for current events. The first is software that contains lessons for special ed classes such as this. They have a breaking news feature with stories that are written simply so they can understand. 

The second source we use is CNN 10. (I have talked about CNN 10 before.) 

On Wednesday, the software had a story on the world paper airplane championship. On Thursday, CNN 10 did a story on it.

Sometimes that happens. We get the written and then we get the video. I make sure to point out that we already heard about something when we get the story a second time.

This time, I asked them a question. Had they ever made paper airplanes before? 

They had not.

Oh, we had to, then.

I found paper. I showed them. They couldn't quite grasp how the thing folded, so I went to each of them and bent the paper to where it needed to touch. Then I had them smooth out the fold. 

They weren't great looking planes, but they were paper airplanes.

Then we went outside to throw them. 

Mine... didn't fly very well. Jonas' really sailed through the air, flying far. Jennifer's did lovely loops. 

Which is just a lesson in folded well doesn't mean that the thing flies very well. 

Jonas really enjoyed the lesson. He colored his plane and brought it out for snack and lunch. 

I'm glad I was able to add a bit to their education.

Staff Party

On Wednesday, one of the other teachers arranged a picnic for the school. 

When the picnic was announced, I discussed with all the aides. We determined that while a couple of the students would enjoy the day (Jennifer, Jonas, Yohana), the rest would be difficult to get out to the park. It would be too much trouble for insufficient reward. 

So, we decided to split up the class for the day. 

One of the aides could take the students who could go to the park. The rest of us would remain behind with the students who couldn't go. And I had to remain behind because we needed a certificated person with the students who remained behind. 

The school has a small kitchen. We use it for cooking lessons for the students. But lately the staff will use it to make lunch. And on that Wednesday, the aides decided to take advantage of the empty kitchen. 

We had salmon. We had dessert. We had just a few students who kind of had free time in the way of students who don't get to go on the "field trip" have. 

We kind of had a party for ourselves. 

It was a nice, peaceful afternoon. 

Then the rest of the students got back. They seemed to have had a fun time. Jonas returned with a Styrofoam airplane. They had played games, eaten hot dogs, and had a good time hanging out with the rest of the school. 

I was glad they got to go. 

Pit Stop

At the end of the day, we take the students to the gate, and we wait for the buses. 

We have a locked gate and a fenced in waiting area, although half the time we'll leave things unlocked as there are staff around and about supervising. Someone stands at the gate to make sure no one wanders off. 

While most of the students travel to and from school via bus, a few are picked up and dropped off by their families. 

On this day, I was manning the gate. The buses had not yet arrived. A woman approached the gate. 

I recognized her. She's Pizza's mom. 

Usually she waits in her car. Pizza looks out for her car and lets us know when he sees it. But Pizza's class hadn't been dismissed yet. 

Apologizing, she asked if she could be let in to use the restroom. Of course I let her. Another teacher went about finding a key to the closest restroom (as we did not have one--we usually use a different restroom). 

It was at about this time that Pizza arrived at the dismissal area. And he saw his mom's car. But he didn't see his mom. 

I pointed her out and told him it would be a couple minutes. 

He accepted this explanation.

But then he was looking out at the car again. Pizza has a tendency to get anxious about things. He couldn't understand why his mom's car was out there but his mom was not.

I repeated that she was in the restroom and would be out shortly. 

He expressed palpable relief when she reappeared to claim him. 

There's a reason these students are at this school. Many times they can seem quite normal. But then something like this occurs, nothing major but a change to the routine, and it throws them for a loop.

Luckily, Pizza is one of the more "advanced" students, so he can cope better with these sorts of things. Of course, "better" is relative, and at this school, that meant that it made for a couple anxious minutes for Pizza. 

Buttoned Up

There is software that the school uses for lessons for the students. It's geared towards their level, understanding-wise and age-wise. That is, the words and sentences are very simple, but the topics are geared towards adults learning to navigate the world.

This month's topic is laundry.

They actually do laundry. We have a washer and dryer on campus, and they'll assist in washing towels and such. 

On this particular Tuesday, the story we read had to do with not throwing away clothes that can be fixed. The character in the story was taught that she could treat stained clothes, have pants hemmed, and replace a button on a blouse. 

When we got to that point, I asked the students if they knew how to sew on a button. They did not. 

And now I had a lesson for them. 

Vera is a seasoned sewer, so I asked her if she had the materials to sew on a button. She did, and she brought them the next day. 

I was not expecting them to become expert button-sewers. I have done a couple crafty-type things with them, and they have a hard time. But the point of the story was that sewing on a button was doable, so I wanted them to at least have a go at doing it. 

And they managed it. It took a while. I don't think they'd be able to repeat it without help. (If I was the permanent teacher, button sewing would be part of the curriculum every time the laundry unit rolled around.) 

In the second image, we had to cut the thread as Jennifer had gone around the fabric rather than over and under it. Definitely a good first attempt.

It's something we would have spent a lot more time on if I was seeking mastery. But a lot of what we do with them is for introduction and so they know it's possible. So, by that standard, it was a success. 

Sneakerella Showing

First thing after the students arrive for the day, we do "calendar". I have turned this into almost an hour and a half of activities/lessons that include a bit of "current events". 

The software that the school uses has a breaking news feature. The language is simplified so they can follow along, and there are simple questions that go with each story so I can check for understanding.

The news stories are broken into news, sports, and entertainment. Last Thursday, under entertainment, there was a story about a new movie on Disney + called Sneakerella. 

We did the story. We did the questions. I led them to figuring out the movie was premiering the next day. And then I clicked on the link to the trailer. 

It's a live-action gender-flipped contemporary version of Cinderella. 

Keyla gave us access to Disney +. The next day was going to be a Friday. And I had an idea.

I asked the students: who wanted to see Sneakerella? Jonas was in. The rest of the class kind of indicated that they wouldn't mind. Jennifer was dubious. 

Jennifer doesn't really like new movies. She wanted to be sure that it would be school-appropriate. (A Disney + movie advertised on our news feed? A retelling of Cinderella?) I assured her it would be fine. She reluctantly gave her assent. 

So, on Friday, after our morning snack/break time, I put the movie on. 

It was cute. I'm a sucker for Cinderella stories, so it was in my wheelhouse. It was a musical, so Jonas was happy. 

Jennifer? She enjoyed it once she got into it.

Jennifer doesn't really take to new movies easily. She was reluctant to see Turning Red when it premiered, but she picked it when we did a different movie Friday. 

She asked a lot of questions and needed various plot points explained. (This is a special ed class, after all.) But once she realized that it was a "safe" movie, she was willing to sit back and enjoy.

So, I guess to a certain extent, I am helping Jennifer learn when we play movies. It opens her up to new things. And that's good.

I'm posting about this on a Wednesday as Wednesday is my "summer schedule" day to recommend TV shows and movies. And I do recommend it, with the caveat that it's good for what it is. If you enjoy Cinderella as a genre, give it a go. Here's the trailer: 

Culmination Conundrum

The students at the adult transition center are ages 18 to 22. At age 22, they "age out". 

As the end of the school year approaches, we get ready for their "graduation" which at this school is called culmination. There's a ceremony for those who will not be returning next school year. 

I don't generally get to participate in these sorts of things. I'm usually just there to fill in. But I will be covering this class until the last day of school, so that means I'll be on campus on the day of culmination. 

And one of the students in the class is finishing up this year. 

Last week I was informed that it would be my job to "say a few words" about Elena at culmination.

Crap. 

Usually I can dodge these types of events, but not in this case. So, now I have to figure out what words I want to say. And I have absolutely no idea.

I mean, I'm a writer. I can come up with something, right? 

Deep sigh.

Elena is... Well, she's not what one would call sweet. She's not allowed to use a fork at lunchtime because she will stab people who pass by her. She will get out of her seat to go and hit another student, kind of out of nowhere. (We have no idea why she attacked Jennifer or Yohana, because neither of them bother Elena. Ever.) 

When Elena has decided she's done doing her work for the day, she'll go and get her computer without permission, and I have to be sneaky to get it back from her. (She does get computer time, but later in the day.) 

She has a one-to-one aide, Vera, who keeps a close eye on her. Vera is strict. Most of Elena's acting out happens when Vera is on her lunch. Elena will try things when Vera is there, but Vera puts a stop to it quickly. 

I suppose I should ask Vera what to say. But I have a feeling she'll have some of the same concerns as me. 

I mean, I could say Elena is headstrong. Determined. She knows what she wants and she'll do what she can to get it. But is that the sort of thing I want to say at the sort of ceremony we'll be having? 

Wish me luck. I have no idea how I'm going to manage this. Is it too early to anticipate being "sick" that day? (Although, the ceremony is virtual, so they might make me attend anyway.) 

Deciphered

Natalie has certain behaviors. I've gone into detail about how she's always about getting on her computer, but there are other things that she does that we have to watch out for. 

She likes to bang a specific rhythm on the tables. (I could write it out in musical notation for you, if anyone is interested. Yes, it is that specific. Yes, it's always the same rhythm.) She likes to play in the water. She likes to chant, "Jerry! Jerry! Jerry!" (As in Jerry Springer.) 

And she likes to make an announcement that none of us can understand.

She repeats all of these behaviors, multiple times a day. The "Jerry!" thing will only happen if someone starts her. But the others appear at random intervals all day. 

One of the aides pointed out that Natalie likes to watch a local TV station. It's the TV station that broadcasts The Jerry Springer Show. 

So, after about two weeks, we were able to figure out that the second half of Natalie's announcement is, "Channel Five". Okay, then. 

But what she said before it...? 

Natalie has a very cartoony voice. She's hard to understand. After dealing with her for a couple months now, I can make out various things she says all the time. And we ask her a lot of yes and no questions to determine what she wants. But what was she saying in that announcement? 

It's one of those things that from time to time I think I'll dive into. It would entail finding video of channel five and their station identification stuff. (My streaming service does not have channel five. Otherwise, this mystery would have been solved months ago.) But it was something that I would do later.

Until last Wednesday. 

We were sitting outside at snack. Natalie made the announcement. 

Then Flash said, "Ontario's channel five." 

My jaw dropped. Ontario. 

Ontario. 

OMG! He figured it out. 

I thanked Flash. A couple times. Because, yeah, it was driving me a little crazy to not know what Natalie was saying. And now I know. 

Ontario's channel five. 

Mystery solved. 

(Ontario is a city out in the Inland Empire of California. The Inland Empire consists of the counties of San Bernardino and Riverside. It's about an hour drive from where I am. And I don't care how hard they push it, I will not call it "the IE" just like I don't refer to Orange County as "the OC". Nope. It's a stupid name.)