From my perspective, School Day No. 3, which was a Wednesday, commenced as inauspiciously as School Day No. 2. Martin woke himself early by coughing, then had to be dragged from bed to the breakfast table. (Not literally. Everyone be chill.) He barely ate, except what I loaded onto a spoon and lifted to his mouth. (Literally.) He was scratching his legs—bug bites, remnants of Costa Rica—so intently that I made him wear pants, though the forecast was steamy. We trudged to the bus stop where, again, he isolated himself.
If they don’t kick him out of general education based on whatever he does today, I will be satisfied with that, I told myself. It was the best I could conjure, in terms of reassurance.
Beginning at 1:08 pm, I had this text exchange with Darlene, the behaviorist:
[Darlene:] He is exhausted but compliant and doing his work. Looking a little warm too. Shorts tomorrow for sure.
[Me:] On it. I put the pants on him today only because he was scratching the bug bites on his legs! No behavior issues?
He has brand-new [school name] shorts and is eager to wear them.
He started laughing at one point this a.m. and was told to stop. He didn’t. Was told to stop or he would move to yellow and he stopped immediately.
The afternoons he is tired so [Mrs. N] asked resource room teacher to pull him in morning during morning work. (This is a maintenance and review period when many ESL students get pulled.) They’re going to try to accommodate that.
He’s definitely doing a lot of writing in school. I know they already wrote up a science experiment and an “about my summer” paragraph. And today he finished a poem about himself.
Overall it sounds good, except for the laughing. On the other hand, if he stopped for yellow that’s an improvement. His old school couldn’t address that behavior well.
He’s doing great.
So they did not kick him out of general education based on his Day No. 3.
I told myself to be satisfied with that.