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Debbie Thomas' Blog/Discussion Page
Notice! I have compressed blogs 1-3 on this page in consecutive order! This is blog no. 1

8123 – Supervision and Organization Dr. Rosenblatt, Instructor Student: Debbie Thomas Assignment: Blog #1 Article: Transitioning to Middle School for a Child with Autism; taken from CEC Smartbrief on June 6, 2011 [] This story was about three resource student and one of whom has autism, Michael. Michael exhibits a clear symptom of autism. Michael does not like change and the article specifies that any changes to his daily routine can be difficult for him. The teacher understanding this clearly with Michael as well as waiting to make the other two students in her class who are special needs more comfortable in adapting to their new school environment. The students will be leaving fifth grade and transition to sixth. The teacher decides to take the students on a fieldtrip to their new school. The teacher decided that the students needed opportunities to visit their new school as well as their new teacher for the upcoming school year. In doing so she carries a video camera and begins to film the students leaving the bus. Michael is one that is hesitant about having to adjust to a new teacher and whole new school environment. Michael along with one of his peers decided to stick close to the old-familiar teacher when the tour begins while the third student is more outgoing and very excited about the changes. Patty is full of excitement and eager to begin the school year while Michael and Matthew are not. The fifth grade teacher encourages all three children to speak to the children of the visiting the school as they tour the building. The visiting students are polite and they speak to Michael, Matthew and Patty. Patty on the other hand goes around saying good morning to everyone she see while Michael and Matthew still cling to their fifth grade teacher with who they are familiar and feels comfort. The students along with their fifth grade teacher continue their tour with visiting the gym, cafeteria, and library. Again, Patty is more comfortable and more accepting to the change that will be happening very soon, while the boys continued to feel a bit apprehensive and clingy to their fifth grade teacher. As the field trip comes to a close and all three students are exhausted at the end-of-the trip, Michael and Matthew notice a green bean bag at the new school. After spotting it they laid down on it and their tension and nervousness began to subside. The teacher shared the videos with the students as a means of preparing them for their new school and to help the students make a smoother transition from the old to the new school. The teacher commented too in the article that this one field trip would not be enough in aiding the students with the transition and that more visits should be done before the students actually started school. The fifth grade teacher pointed out that the parents would need to accompany their children as well with visits as well as allowing the students to continue to view video footage of their field trip. I feel that this teacher has constructed an excellent in plan in trying to help her students make a smooth transition to their new school. Because change is very difficult for children with autism, the teacher new that that this field trip along with others would help in easing the tension for her new students. The teacher realized too that she alone would not be able to successfully assist her students in making this transition, but the students parents would need to be involved as well. Parents are the supporting link in helping teachers to assist their children in achieving success!

Blog II

Hi, This is Debbie and this my second news ariticle - Blog II.

The news article is entitled: Fairfax Schools to scale back forced transfers The Article was found from CEC Smartbrief; The URL is []...

The School Board of FairFax County School has found itself in a dilema where with its zero tolerance policy students are "involuntarily" being ushered out of the district. That is, the district has adopted very stringent policies where specific infractions would result in an automatic supsension and / or expullsion. Parents and students are upset about such actions. They feel that this is not fair and reconsideration of the policies and the consequences need to be considered. The underlying factor that the parents and students want the Board to understand is that the policies should not be such that they are "one size fits all" implementation.

With careful consideration of the complaints the Board has decided to take the concerns into consideration and issue alternative consequences. A few alternative options being considered are community service, Saturday school and a loss of privileges. These alternatives are under review before a child is given the consequence of an "involuntary transfer" to another school.

Some questions and concerns that I would have as an administrator for this district are the following: 1. Will the district's funding (ADA) be affected by the loss of students when they leave the school/district? 2. Do you think that there will be additional expenditures for the parents of those students who are moving to another school? Will these parents be compensated in some form or the other? 3. How will this affect these children academically by being placed in a whole different environment as it relates to their grades, peer relationships, extracurriculia activities, community associations, etc.? 4. How will such transfers help in building a "community" between school and home?

To my peers that will be responding: Can you help in answering some of the concerns that I have stated above?

Blog # 3 This is article No. 3 It is entitled: Kids Thrive in Village Project The website is [] The aritlce was posted on 6/11/2011 from CEC Smartbriefs.

The article begins with a brief overview of a young teenager who has struggled with learning since elementary school and it was not discovered until Khalil was in fifth grade that he was diagnosed with dyslexia. The article goes on to say that Khalil was eager to tell his peers of his current academic success in school. Khalil attributes his success to the tutorial assistance and after-school programs through Villiage Project for children with scholastic issues. He along with fifteen others were being recognized as the first graduating class with the Villiage Project.

The Village Project is co-founded in 2008 by Regina Mason who also volunteers with the project.Village Project is housed at a local church, Friendship Baptist. The aim of the project is to provide mental health services to the African American community as a priority, but also provides after-school services for children with special needs as an extension to its mission. Not only are the children getting academic assistance, but they also are provided an extra-curricula activity. Student who attend can choose karate, drumming lessons, or basketball.

Khalil also attributes his academic success too to his new school, Chartwell School, a private institution where he was supported with fiancial assistance from family members. The school is know for its mission in servicing students with different learning abilities. He has attended this school from grades five through eight. Khalil made the following comment about Chartwell that he believes is fundamental to his success. "They helped me, taught me how to cope with dyslexia."

Khalil began to feel the pressures of high school once beginning with the workload and pressures that comes with postsecondary education. Khalil grades began to fall. The article noted that Khalil was an honor student before entering high school, but his grades dropped at least two letters. Khalil felt this was the low point for him, but was reminded by his aunt that Village Project was still available and that he needed to seek the resources that the project may possibly afford him. Khalil did do and his grade resumed with honors. He along with his bothers became active participants at Villiage Projects along with others within the school.

Points gained from this article are simple and fundamental to a student's acadmic success. Someone, hopefully a teacher, counselor, parent, or administrator noticed Khalil struggling and knew that something different needed to be done. Student was properly diagnosed and got the help that he needed for a support system, an aunt. Village Project is a resource that is needed in every school and/or district. Regardless, of the fact that Khalil attended a private school, the project welcomed him to the services in which they provided. With the extra activity that the project also provided, students were engaged in activities that they enjoyed! Students understood that work came first, but they were given another outlet that was used as positive reinforcement. I feel too that the Village Project gets gratification in knowing that they are helping to build a productive community!