Chapter Text

Student Education Records

Student Name: Amadeo
Student ID Number: 15351973
Date of Birth: 11/11/2001
Age: 14-15
Current Grade Level: 9

IEP Assessment Referral

Assessments

Individualized Education Plan

Marius de Romanus IEP Meeting Notes

Extracurricular Participation Goal First Quarter

Tutoring Scheduling Email Records

CoD Fall Semester Group Home Schedule

Communication Goal – Birthday

Example of Student Work – Essay

BER

BIP

CoD Christmas Break Schedule

Extracurricular Participation Goal Second Quarter

Social Communication Goal – Winter Break

Spring Semester Class Schedule and Calendar

Extracurricular Participation Goal Third Quarter

CoD Spring Semester Group Home Schedule

CoD Lent Schedule

CoD Notice of Disciplinary Action

CoD Explanation of Misbehavior [UNSENT]

Apology Letter [UNSENT]

CoD Explanation of Misbehavior

Apology Letter

Example of Student Work – Midterm

Tutoring Request Email Records – Midterm Review

Change of Placement Request [UNSENT]

Academic Counseling Request Email Records

Spring Semester Report Card

Yearbook Excerpts

Chapter Text

Assessment Plan

Student Name:_________Amadeo___________ Date of Birth: _11_/__11_/__2001__ Date:_9__/__20_/__2015__

Initial/Annual/Triennial/Transition/Interim/Other:____________________________________________
To parent/guardian of: ___________________Amadeo_____________________ Date: __9_/__20_ /__2015____
District: ____________NVUSD_[Napa]__________ School:____ American Canyon Magnet School for the Arts______
Grade: ______________9th_________________ Date of Birth: __11_/_11__/___2001____
Native Language: ___________Italian________________ English proficiency/CELDT Level: ______Advanced___________

The district proposes to assess your child to determine his/her eligibility for special education services or continued eligibility and present levels of academic performance and functional achievement. Your child will be assessed in all areas of suspected disability as needed. To meet your child’s individual education needs, this assessment will consist of an evaluation in only the areas checked by the local educational agency (LEA)/district. Tests conducted pursuant to these assessments may include, but are not limited to classroom observations, rating scales, one-on-one testing or some other types or combination of tests.

I consent to the assessment. I understand that the results will be kept confidential and that I will be invited to attend the IEP team meeting to discuss the results. I also understand that no special education services will be provided to my child without my written consent.
I do not consent to the proposed assessment described above.
I would like the following assessment information to be considered by the IEP team:__________Please see attached psychiatric records_______

Signature: __________________________________Santino_____________________________
Parent / Guardian / Surrogate / Adult Student

__9_/_23__/___2015___
Date

If my child is or may become eligible for public benefits (Medi-Cal): I authorize the LEA/district to release student information for the limited purpose of billing Medi-Cal/Medicaid and to access Medi-Cal: health insurance benefits for applicable services.

Signature ________________________Santino__________________________________
Parent / Guardian / Surrogate / Adult Student
Parent/Guardian/Student has received written notification of protections available to parents when LEA requests to access Medi-cal benefits

Address: __________1508 Temple BLVD American Canyon______ Phone number: ____(707)_387-6962____________
Comments: _______Student resides at Call of Divinity Boys' Group Home. House parent Santino has been appointed his special advocate by the court and serves as surrogate parent._________

NOTE: Prior Written Notice attached if this is an initial evaluation.
Date Received by District/LEA _10_/__4_/_2015_

Chapter Text

Overview:

The student, Amadeo, was referred for assessment end of year eight just before summer break after a Functional Behavioral Assessment proved insufficient for meeting classroom and academic goals. Assessment took place between October 6th and October 21st during the fall semester of the 2015-2016 school year. Changing grades, schools, and disruptions in home life contributed to the significant delay.

Summary: Amadeo appears academically gifted and interpersonally competent, with major delays in emotional processing, and communication, as well as an age inappropriate deficit in adaptive coping skills. Amadeo also struggles with less significant but still present delays in the areas of recall and ability to prioritize visual and narrative information. No diagnosis was made beyond those evidenced in psychiatric records however the assessment suggests further specialized testing may be appropriate as Amadeo demonstrates possible but inconclusive signs of ASD. Amadeo’s legal guardian and special advocate, Santino, has been provided with resources and recommendations for possible follow up. Discrepancies in results between methods of assessment indicate multiple complex and contextual factors contribute to Amadeo’s behavior and performance in the educational setting.

Recommendation and Basis for Determination: It is the belief of the assessment team that Amadeo would benefit from special education interventions and the development of an Individual Education Plan. Both the teams recent assessment and previous psychiatric assessment from professional parties outside the district strongly suggest that Amadeo’s behavior in class is best explained by psychiatric and possible developmental disability.

Social and cultural context for the assessment: Assessments were given in English, though Amadeo’s first language is noted as Italian he spoke only English even when introduced to Italian language prompts. Amadeo was given verbal and written opportunity to engage in the testing through his native language and voiced, eventually, an explicit preference for English in which he is fluent. It is possible that this contributed in part to low scores in communication assessments. Additionally Amadeo’s significant trauma history and recently tumultuous home living situation likely influenced test results. These issues are ongoing and substantial. Therefore they are likely to impact performance and behavior in an academic setting on an ongoing basis. Amadeo is South Asian and comes from an Italian catholic background. He is a foster child living in a catholic group home, and while his needs are provided for by the state a certain degree of economic disadvantage inevitably impacts his academic life. Amadeo is enrolled in medi-cal and has outside access to psychiatric treatment through the group home.

Physical health and medical findings: No additional medical or health testing was done. Amadeo last received standard vision and hearing testing through the district upon entrance to middle school in year 6 at age 11. He met or exceeded definitions of health in both areas of testing. Medical records indicate prior head injury and repeated treatment for moderate physical injury. Records indicate full recovery and no lasting damage. TBI as a contributing factor to current behavior and performance in an educational setting is not supported by assessment or medical history. Previous injury to the hands may pose a possible influence on handwriting. While Amadeo tested well in fine motor skills, his hand writing is significantly delayed. One potential explanation for this discrepancy if that injury recovery limited skill acquisition in elementary school.

Direct assessments:

Amadeo was assessed through the following methods: Classroom observation, the Vinland Adaptive Behavioral Scale, the Behavior Assessment System for Children, the Differential Ability Scale, and the Autism Diagnostic Observation Schedule. Acknowledgments were made to previous psychiatric testing outside the district in the areas of emotional disruption and trauma response.

Classroom observation:
Amadeo was observed in the classroom on 5 occasions spread across the two week assessment period. It is difficult to make an average description of Amadeo’s classroom behavior. He was in turns quiet, loud, studious and disruptive. At times he appeared to be under substantial emotional distress and demonstrated both internalized and externalized expressions of that distress. From classroom observation alone it is not clear if these issues are arising from poor impulse control, a desire for attention, low self esteem, or if they have a different underlying cause. Amadeo has a strained relationship with authority evidenced by his personal reactions to different teachers and staff. During one observed power struggle between him and an art instructor he instigated direct conflict over a perceived inaccuracy in the course material and demonstrated an inability to prioritize appropriate classroom behavior. Conflict concluded when Amadeo shouted “I’m right!” And fled the classroom, slamming the door. Though he was later discovered at the computer bank in the library this indicates a tendency for elopement relevant to decisions about appropriate placement, accommodation and safety measures. Amadeo has limited social connections but behaves protectively towards fellow students especially in cases of perceived mistreatment. This manifests both in further conflict with authority and in a willingness to take on a teacher-like position himself. He demonstrates patience and kindness towards his peers and a willingness and desire to share his academic skills as long as his authority goes unchallenged.

Vinland Adaptive Behavioral Scale:

Subdomain Score Summary

With a normative mean of 100 and a standard deviation of 15 interpretation of strengths and weakness is determined by the following scale:

High:130-140
Moderately High: 115-129
Adequate: 86-114
Moderately Low: 71-85
Low: 20-70

Description of process:
This was the first formal assessment given and Amadeo initially demonstrated an appropriate degree of both hesitance and interest. He expressed a desire to be graded after each section of testing completed becoming increasingly disregulated when he was repeatedly told that was not possible. Eventually it became difficult to redirect him back to the assessment. He ultimately complied only after being reminded that his guardian would have access to all the results, and that they would be discussed in a meeting if he was enrolled in the IEP program.

Analysis of scores:

Communication: Amadeo is competent at understanding and following direction. He has an above age level ability to follow complex multistep processes with highly specific and detailed instructions. To the extent that he demonstrates weakness in this area it is correlated with simple step processes which he describes as “unclear”. When asked to make statements himself or to answer questions this lack of clarity posed a more significant issue. He scored significantly below what might be expected based on his age and performance in the other areas of communication. He struggles particularly with open ended questions and non question prompts for speech. In terms of reading comprehension and writing skills Amadeo has less substantial but still significant delays. His difficulty responding to open ended prompts is apparent in written response as well as speech. Handwriting legibility proves a significant hinderance to written communication.

Daily living skills: Amadeo demonstrates a similarly wide range of results in the category of daily living skills as he does in communication. He scores within standard range for domestic skills, while he is moderately impaired in personal care and severely impaired in his ability to independently navigate his community.

Socilization: Amadeo’s weakest area is socialization. He demonstrably lacks the coping skills necessary to engage with his peers or with age appropriate group activities. He has difficulty controlling his anger and acts often out of impulse in a way that challenges the physical and social safety of himself and his community. He has few hobbies and is secretive about his interests to the point of being unable to engage in even simple imaginative exercises. Despite these factors his strongest subcategory score is in interpersonal relationships. He is capable of and willing to develop relationships with both peers and authority figures. He speaks well of the relationships in his life, identifying a close friend “Riccardo” and his legal guardian “Santino” as significant personal connections.

Motor skills: Amadeo scored high in both gross and fine motor skills. Though the assessment does not extend to personal history, it seems likely that he has had previous training in these areas. If an IEP is pursued this could serve as a foundational area of strength from which to build.

Maladaptive Behaviors assessment:
Amadeo demonstrates or describes engaging in the following maladaptive behaviors to a clinically significant degree likely to interfere with his education.

Internalized:

• Sleeping and eating disturbances
• Self harm
• Repetitive behaviors

Externalized:

• Verbal agression
• Property destruction
• Disruptive behavior in class
• Defiance and noncompliance

If an IEP is pursued particular attention should be paid to areas of safety and impulse control.

Chapter Text

Individualized Education Plan

School District/Agency: Napa Valley Unified School District

Name and Address: American Canyon Magnet School for the Arts, American Canyon, CA

Date of IEP COMMITTEE/CPSE Meeting: October 25th 2015
Purpose of Meeting: Initial
Student Name: Amadeo
Date of Birth: 11/11/01
Age: 14
Street: 1508 Temple Blvd.
City: American Canyon
Zip: 94503
County of Residence: Napa
Telephone: (707) 387-6962

Male: _X_ Female:___
Student ID#: 15351973
Current Grade: 9
Dominant Language of Student: English
Interpreter Needed: Yes___ No _X__

Racial/Ethnic Group of Student (optional information):
American Indian or Alaskan Native: ___NA__
Black (not of Hispanic origin): ___NA__
White (not of Hispanic origin): ___NA__
Asian or Pacific Islander: ___X__
Hispanic: ___NA__

Date of Initiation of Services: 11/1/2015
Projected Date of Review: 10/2016
Medical Alerts: PTSD, ODD, Panic Disorder, Dysgraphia

Guardian’s Name: Santino
Street Address: same
City: same
Telephone: same
Dominant Language of Guardian: English
Interpreter Needed: Yes__ No __X_

1-Academic/Educational Achievement and Learning Characteristics: Address current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style

Present Levels– Academic Development
Amadeo tests at above grade level academically but classroom performance in most subjects is below chronological age.

Present Levels– Cognitive Ability
Amadeo’s current cognitive function is appropriate to his chronological age.

Present Levels– Language Ability
Amadeo is currently functioning below his chronological age in the area of language development, with particular deficits in generating verbal speech.
Amadeo is currently below chronological age in social communication skills such as relevance, specificity and tone.
Amadeo’s written communication is impeded by his deficit in hand writing.

Abilities: Amadeo exceeds at following complex and multi step directions.

Needs: Amadeo needs to develop communication skills by addressing underlying emotional regulation and anxiety issues contributing to speech difficulties. Amadeo would benefit from accessible communication technology in the classroom and needs accommodations for both verbal and written communication.

Present Levels – Learning Style:
Amadeo has a mixed visual and tactile learning style.

Present Levels – General:
Given Amadeo’s functional level, his disability affects his involvement and progress in the general education program. His ability to self direct and set goals is extremely limited. He requires teacher support and specific instruction to complete abstract tasks. Amadeo quickly becomes disregulated in the classroom and requires frequent guidance in order to model appropriate behavior. Once directed, Amadeo is able to complete grade appropriate work.

Present Levels – Rate of Progress:
Amadeo’s Rate of Progress is on average below grade level and characterized by peaks and valleys.
Amadeo reads at above grade level.
Amadeo’s speech deficits and frequent disruptive behavior patterns effect his performance across disciplines.

Abilities: Amadeo is able to read and follow both written and spoken directions given sufficient specificity.

Needs: Amadeo requires individual instruction in any subject requiring performance or presentation.
Amadeo requires clear and detailed instructions.
Amadeo requires being removed from public settings during moments of acute distress.
Amadeo needs to develop self soothing and regulation skills as a means of avoiding disruptive and dangerous behavior and being able to return to his work.

2-Social Development: Describe the quality of the student's relationships with peers and adults, feelings about self, social adjustment to school and community environment and behaviors that may impede learning.

Present Levels – Social Interaction with Peers:
Amadeo is currently function below chronological age in the area of social development. He is over dependent on few close relationships outside of school and has not been able to form new connections.

Abilities: Amadeo is supportive of peers in class, and emotionally attuned to the needs of students who fall behind.

Needs: Amadeo needs to develop peer relationships beyond acquaintance. Amadeo needs to relate appropriately to adults in the classroom. Amadeo needs to relate appropriately to adults outside the classroom. Amadeo needs to learn how to communicate effectively in social situations.

Present Levels – Amadeo’s Feelings about Self:
Amadeo demonstrates a fractured and highly contextual understanding of the self to a greater extent than his peers. This exaggerated manifestation of age appropriate anxieties speaks to a functioning sense of self that is below chronological age.

Abilities: Amadeo has a role dependent definition of the self and a resulting ability to be flexible with changing expectations and various circumstances.

Needs: Amadeo needs to develop a stable sense of self. Amadeo needs to self define aspects of identity. Amadeo needs encouragement to participate in various roles and activities in pursuit of meeting those needs.

Present Levels – School/Community:
Amadeo is currently functioning below his chronological age level in regard to school and community.

Abilities: Amadeo initiates social interactions with those younger than him or with vulnerable peers.

Needs: Amadeo needs to develop true peer relationships outside the structure of authority and helpfulness. Amadeo needs to develop appropriate relationships with adults.

Present Levels – Adjustment to School/Community:
Amadeo has underlying deficits in his ability to appropriately engage with his school community which are being exacerbated by substantial environmental stressors and upheaval in his personal life. It is unclear to what extent those underlying deficits would impede performance in an educational context outside of those influences but currently both factors together result in Amadeo’s near inability to adjust to the broader social community of the school.

Abilities: Amadeo can temporarily perform appropriate social behavior in most circumstances with apparent ease. Perhaps related to his flexible sense of self.

Needs: Amadeo needs to increase tolerance for social contact. Amadeo needs support in engaging with communities that he identifies with or finds interest in. Amadeo needs to find more sustainable ways to engage with groups.

3-Physical Development: Describe the student's motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.

Present Levels: Amadeo has a complex psychiatric background, medical history, and several pertinent diagnosis that affect his ability to learn and influence his behavior and performance in educational settings. See attached health file for details and medication information. PRNs available from school nurse during operating hours or from the office when no nurse is available.

Abilities: Amadeo is physically cleared to participate in all required school activities and extracurriculars.

Needs: Amadeo needs to overcome previous negative experiences with engaging his body and re-approach physical activities. Amadeo needs support and encouragement around extracurriculars and physical education in pursuit of meeting the previous need.

4-Management Needs: Describe the nature and degree to which environmental modifications and human or material resources are required to address academic, social, and physical needs. A functional behavior assessment should be completed for any student who demonstrates behaviors that impede learning. A functional behavioral assessment becomes the basis for positive behavioral interventions, strategies and supports for the student

Present Levels: Amadeo has moderate management needs to address academic goals. Amadeo has intensive management needs to address social goals. Amadeo has mild needs to address physical goals.

Abilities: With support Amadeo is able to achieve academic success and social integration in the classroom and other educational settings.

Needs: Amadeo needs full-time general education placement with moderate support through special education.

Beginning at age 14, or younger if appropriate, state long-term adult out-comes reflecting student's needs, preferences and interests in: Post secondary Education/Training:

Amadeo anticipates receiving the following post secondary education/training:
Amadeo will develop trade skills through education, or apprenticeship.

The transition service needs of Amadeo to meet long-term adult outcomes are:
Amadeo will be supported through the process of identifying an area of professional interest.
Amadeo will develop the interpersonal skills required to foster professional connections.
Amadeo will be supported in pursuing internship and/or employment opportunities outside the school.

Employment: NA

Community Living: Amadeo needs to be supported in eventual transition out of foster care by the state through both his guardian and his teachers as well as other education staff.

Annual Goal: Amadeo will develop language skills in an academic and social context with a focus on generating speech independently.

Annual Goal: Amadeo will approach 4 different opportunities to engage with the community through formal or informal extracurricular or optional classroom activities as a way of fostering community relationships as well as developing his sense of self identity.

Annual Goal: Amadeo will approach at least two methods of engaging physically in school activities.

Extended School Year Services: Yes_____ No __X__

Supplementary Aids & Modifications or Supports For the Student

• Modification of curriculum to accommodate speech and communication deficits which hinder presentation skills.
• Double time for timed written response assessments.
• A private and non-distracting environment for testing.
• A space to be created to which Amadeo may withdraw in times of acute distress which would otherwise result in disruptive or dangerous classroom behavior.

Describe any assistive technology devices or services needed:

• Due to illegible handwriting impeding the accuracy of other academic assessments a typing device or computer is an appropriate and necessary classroom accommodation.

Describe the program modifications or supports for school personnel that will be provided on behalf of the students to address the annual goals and participation in general education curriculum and activities:

• School staff will be provided with general information about Amadeo’s IEP goals and accommodations. Specific details about his personal and psychiatric history will be made available on a case by case basis, with prior guardian consent.

Individual Testing Modification(s):

• Amadeo requires a private environment in which to complete classroom writing assignments or written response tests.
• Amadeo requires double time for written response tests and timed classroom writing assignments.

State why the student will not participate in a State or district-wide assessment: NA

Explain how the student will be assessed: District wide standardized tests

A - Explain the extent of participation in general education programs and extracurricular and other non-academic activities including physical education or adaptive (adapted) physical education and occupational education (if appropriate). Explain the extent, if any, to which the student will not participate with non-disabled students in the regular class and in other activities.

• Amadeo will participate in all general education classes, except those that conflict with weekly SLP pull outs.
• Amadeo will be provided with the supported opportunity to withdraw to an established location in instances of acute distress that would otherwise result in disruptive or dangerous classroom behavior.
• As Amadeo poses a significant elopement risk he will be assigned 1-on-1 support during field trips and excursions.

B - If the student is exempt from the second language requirement, explain why.

Amadeo will be exempt from foreign language requirements due to the following reasons:
Amadeo exhibits significant deficiencies in verbal communication skills which are in contradiction with the rest of his academic performance and this disparity suggests grading him in further language acquisition would unfairly disadvantage him compared to his grade level peers.

Participating Agencies which have agreed to provide transition services/supports (before the student leaves the secondary school program):
Agency Name: ____Call of Divinity Group Home_______
Telephone Number: __(707) 387-6962_
Service:______The state will provide for Amadeo’s academic and personal transition needs through the group home at which he resides and then through the general California foster care 18-21 year old foster graduate support system__________

If any of the following areas are not addressed, explain why.

1. Instruction: NA
2. Related Services: NA
3. Employment/Postsecondary Education: NA
4. Community Experience: NA
5. Activities of Daily Living: NA
6. Functional Vocational Assessment: NA

Credential/Diploma Sought: Local Diploma
Expected Date of High School Completion: June 2019

Classification of the Disability: Other Health Impaired

Recommended Placement, November - June: Inclusion

Extended School Year (ESL) Services?: Yes___ No _X_

Recommended Placement, July and August: Call of Divinity Group Home foster children may participate in summer academics and extracurriculars associated with the district at the discretion of the house parent. No specific plans are in place for Amadeo at this time.

Transportation Needs: Provided by CoD

State, manner, and frequency in which progress will be reported: Santino, Amadeo’s legal guardian and house parent at the group home in which he resides, will be informed of his progress toward meeting his academic goals and objectives with the same frequency as non-disabled students using the following criteria:

• Textbook tests, quizzes, and standardized tests.
• Review of report card grades
• Contact with classroom teachers on an ongoing basis

Chapter Text

As Amadeo's History and Homeroom teacher and his point of academic contact I have had opportunity to observe his behavior both in and outside the classroom. While Amadeo has been withdrawn, disruptive, and argumentative at times, he has also been passionate, dedicated, kind, and helpful. It would be as much a shame to deprive the school of him as him of the school. I am admittedly a student of history and not psychology but it does not take much to see that Amadeo has both great potential and great need. It is the schools responsibility to meet that need so that he may live up to the fullness of that potential.

It is my firm belief as his teacher that matters of safety can be managed from within the school. If any other instructors struggle with such management I would offer them my advice, as I have had no trouble handling such things in my classroom. Amadeo is hardly the first boy to disrupt a class, nor is he the first boy to threaten or act upon a regrettable youthful impulse. I have managed such cases before. As long as I remain his teacher it is both my pleasure and responsibility to see Amadeo through his education and bear witness to his growth.

I do not feel I need to remind those who represent the interests of the district that all students are entitled to the least restrictive educational environment possible. Instead I will take one last moment to remind all present, though certainly Amadeo himself is already acutely aware, that in this case the student’s home life already provides him with structured support. In that case, mainstream education may provide both a balance of sorts, as well as a safe opportunity for Amadeo stretch his developing independence. He will not always have the guidance he does now and we are all here, after all, to teach him.

Chapter Text

[Image description: a digital image of a fictional flyer for a Saturday morning high school extracurricular art group. Large text in the center of the page reads: "Traditional Art Extracurricular". Smaller text in the bottom right reads: "Painting and Illustration Practice Open Studio w/ Quarterly Review Saturdays 8:30-10:30 AM" beneath that in a variety of even smaller text sizes is printed: "Practice your painting, sketching, illustration, and other two dimensional traditional art medium skills in a group setting. Get and give feed back. Facilitated by Marius de Romanus. Drop in welcome; commitment preferred. Fall semester from 8/24/15 – 12/7/15". Five pictures of classic art works are included on the poster. From upper left to lower right they are: Head of a Woman by Leonardo da Vinci, Three Studies for Figures at the Base of a Crucifixion by Francis Bacon, Primavera by Sandro Botticelli, Christ in the Storm on the Sea of Galilee by Rembrandt van Rijn, and the painting attributed to Marius de Romanus which hangs in the penthouse and is shown in episode two of season one. All the artworks are awkwardly cropped to fit the format of the poster.]

Chapter Text

11/4/15 3:45 PM

Request Tutoring
From: [email protected]
To: [email protected]

Schedule for first English tutoring please? I am at school early but not staying late past 4.

11/7/15 8:05 AM

RE: Request Tutoring
From: [email protected]
To: [email protected]

When is tutoring supposed to be? I got your email from the syllabus I hope thats OK.

11/12/15 8:20 AM

RE: Request Tutoring
From: [email protected]
To: [email protected]

Sorry I can’t email on the weekend. Do I need to make a form?

11/15/15 3:53 PM

RE: Request Tutoring
From: [email protected]
To: [email protected]
cc: [email protected]

Santino said not to email you so much. Class is busy though. You can email him on the weekend though too because he has a laptop and he can tell me about the tutoring so you can email him and I’ll know about the plan. Thank you.

11/16/15 9:30 PM

Scheduling tutoring sessions
From: [email protected]
To: [email protected]
cc: [email protected]

I can meet with you for your required tutoring after your last class of the day next Wednesday 11/20/23. Please tell your dad you’ll be done by 4:45.

11/22/15 11:59 AM

RE: Scheduling tutoring sessions
From: [email protected]
To: [email protected]

Sorry.

11/22/15 12:07 PM

Tutoring
From: [email protected]
To: [email protected]

Question for tutoring please? Can you do that? Just because you said I can ask you about school stuff. Thank you.

11/22/15 12:12 PM

RE: Tutoring
From: [email protected]
To: [email protected]

You may ask about anything you like, curiosity is such a valuable skill in academia. However, your classroom performance in world history has been excellent recently. What makes you reach out for support now?

11/22/15 12:15 PM

RE: Tutoring
From: [email protected]
To: [email protected]

No for English. I mean. Your class is good.

11/22/15 12:18 PM

RE: Tutoring
From: [email protected]
To: [email protected]

Are you alright? Lunch is almost over.

I would be happy to offer tutoring. Lets discuss scheduling later, we both have classes to attend.

Thank you, I am glad you find it enjoyable. Teaching a passionate student such as yourself is one of my greatest pleasures.

11/22/15 1:30 PM

Checking in
From: [email protected]
To: [email protected]

I heard from Mr. Miller that you missed his class. Have you and counselor Taylor discussed an appropriate place for you decompress?

11/22/15 2:18 PM

Amadeo running 15 min late
From: [email protected]
To: [email protected]

Please expect Amadeo to be no more than fifteen minutes late to pick up but no less than ten. At my request he has agreed to have a brief word with me after his last class.

11/22/15 3:09 PM

RE: Amadeo running 15 min late
From: [email protected]
To: [email protected]

As you know, CoD has limited resources and limited ability to make impromptu scheduling adjustments. Of course transit will be available to Amadeo when ever you release him from his conversational duties. In the future please arrange to meet with your students while they are under your authority.

Chapter Text

Community Hour Subject noted by day. See Calendar.

Chapter Text

[image description: image 1/4. A shoulder up photograph of two boys crowded close together, leaning on each other. Their faces fill almost the entire frame. The boy on the left has dark skin and ear length tight black curls. He’s laughing and half his face is hidden in the other boys shoulder. The boy on the right is giving the camera a wide uncomfortable smile that shows his teeth. His skin is lighter and his hair is longer and looser. They are both wearing solid color t shirts, yellow and green respectively, of which only the collars are visible]

[image description: image 2/4. A photograph of a half letter sized birthday card centered in the frame, bedding is visible on either side. Lighting is dim but the card is clearly visible. It is hand written and illustrated on a folded over piece of printer paper. “A friend loves at all times”is printed in even capitals in an arch over the top of the page. Underneath is a stylistically realistic ballpoint pen sketch of clasped hands. Text in the same print curves around the bottom of the illustration and reads “A brother is born of adversity”. “Happy 15th Birthday Amadeo!" Is written in smaller letters flat along the bottom of the page.]

[image description: image 3/4. A photo of two movie ticket stubs for Dr. Strange. The lighting is dim and the same bedding from the last image is visible in the background.]

[image description: image 4/4. A photo of the bottom half of a laptop computer keyboard. The keys are nearly obscured by dim lighting and a skewed angle. The angle suggests the laptop was partially closed and its own camera was used to take the photo.]

2 likes
deobydaylight

Hi insta(gram) I turned 15 on the 11th! Riccardo made me a card and we watched a movie at the real theater. Not the big one downtown. I picked out a cupcake from an actually French bakery. The guy even looked French. No picture of the cupcake or the guy because I didn’t have a computer yet. ETA thank you! to the person who got me the computer but I had to take your name out because I got worried you might get in trouble or something even though nobody follows me yet.

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11/25/15

Chapter Text

Due Date: 11/25/15
Class: English Literature 9
Teacher: Andrew Miller

Prompt:

Imagine you are a working for the student paper at a school where there has been a series of thefts. Write a short article covering the crimes as though it appeared in the student paper. Please type, print, and return. Use 12 point times new roman font. Write your name, Student ID#, and identifying class information clearly at the top of the page.

As you write remember to:

• Keep in mind the class lessons on journalistic writing structure
• Prioritize more important information
• Answer the five Ws: Who, What, When, Where, and Why
• communicate your main ideas clearly
• provide clear and logical organization. Use paragraphs and linking words
• Use precise words and language appropriate for your audience
• Check your work for correct spelling, grammar, and punctuation

Someone is stealing at school. There have been a series of thefts. Today is a Monday and this is the Monday paper on the website for the school. The thief is stealing because they need something and they don’t have it. They think maybe someone else has it but they haven’t found it yet so they keep stealing to look for it.

They opened somebodies locker and they took their books. They took a backpack from where someone left it in the hall. They took a jacket off the back of some persons’ chair when nobody was looking and they put it on. It was warm but it wasn’t what they needed so they kept stealing. The last theft was on Friday and so I wrote this over the weekend for the school paper because they can’t steal at school on the weekends.

Maybe they needed all the things they stole. If they didn’t have their own books they would need to take someone else’s. A back pack might have lots of helpful things in it. They could’ve needed pens or snacks or just the backpack. Its getting cold because its December now.

Stealing is the wrong way to get the things you need but If they needed those things really badly it probably wasn’t as bad. Because how were they going to get them? If they were at a school they were probably a kid and didn’t have a lot of money maybe. So they had to steal stuff they needed.

In conclusion, they shouldn’t be in too much trouble. Because 1 they needed that stuff they stole. 2 they only took stuff they needed. 3 its bad because the other kids need that stuff too. But 4 its not the most bad thing they could have done and so they shouldn’t be in the most trouble just a medium amount of trouble maybe.

[unclear distinction between you the author and the narrator.]

Someone is stealing at school. There have been a series of thefts. Today is a Monday and this is the Monday paper on the website for the school. The thief is stealing because they need something and they don’t have it. They think maybe someone else has it but they haven’t found it yet so they keep stealing to look for it.
[unclear distinction between fact and opinion.]

They opened somebodies locker and they took their books. They took a backpack from where someone left it in the hall. They took a jacket off the back of some persons’ chair when nobody was looking and they put it on. It was warm but it wasn’t what they needed so they kept stealing. The last theft was on Friday and so I wrote this over the weekend for the school paper because they can’t steal at school on the weekends.
[inappropriate use of first person. Excessive and distracting detail.]

Maybe they needed all the things they stole. If they didn’t have their own books they would need to take someone else’s. A back pack might have lots of helpful things in it. They could’ve needed pens or snacks or just the backpack. Its getting cold because its December now.
[last sentence is a non-sequitur. ]

Stealing is the wrong way to get the things you need but If they needed those things really badly it probably wasn’t as bad. Because how were they going to get them? If they were at a school they were probably a kid and didn’t have a lot of money maybe. So they had to steal stuff they needed.
[inappropriate use of second person. Incorrect use of question mark.]

In conclusion, they shouldn’t be in too much trouble. Because 1 they needed that stuff they stole. 2 they only took stuff they needed. 3 its bad because the other kids need that stuff to. But 4 its not the most bad thing they could have done and so they shouldn’t be in the most trouble just a medium amount of trouble maybe.
[“in conclusion” is from the 5 paragraph essay structure and not appropriate given the prompt. Informal tone. Write out numbers. Specific grammar and spelling mistakes.]

Total Score: 70%
Letter Grade: C-

Explanation of grade: Your grade was determined by averaging your scores in each of the three categories of the rubric discussed in class when the project was assigned. Your strongest area was spelling and grammar in which you showed competence. Your weakest area was clarity and detail in which you showed a misunderstanding of the prompt and an unwillingness to engage with the spirit of the assignment. The organization of your writing showed familiarity with previous structures discussed in class but was not to the prompt.

Additional feedback: You take an overly personal tone starting in the third paragraph. Remember as a journalist you should report on events. Your audience is the school population, not the principal or a judge. As the author you decide what details to include and exclude. If you wish the fictional thief to come across as sympathetic you are not limited to defending him after the fact.

Options: If you are unsatisfied with the grade you earned please review feedback. I give all students an opportunity to improve their grade by turning in an edited draft no more than one week after grades are returned. In this case that deadline is 12/9/15.

Are you the narrator? How does "Amadeo" differ from "Amadeo who works at the school paper?"
[unclear distinction between you the author and the narrator.]
Unclear from prompt to what degree student is expected to fictionalize a realistic scenario.

Someone is stealing at school. There have been a series of thefts. Today is a Monday and this is the Monday paper on the website for the school. The thief is stealing because they need something and they don’t have it. They think maybe someone else has it but they haven’t found it yet so they keep stealing to look for it.
Good attention paid to setting the scene. Five sentences here could be expanded into paragraphs and used to structure the assignment. Specific facts, connecting facts, context and possible bias, analyzing facts, exploring possible explanations.
[unclear distinction between fact and opinion.]
Misrepresentation of the role of the author and the inevitability of bias and opinion in journalism

They opened somebodies [somebody’s] locker and they took their books. They took a backpack from where someone left it in the hall. They took a jacket off the back of some persons’ [person’s] chair when nobody was looking and they put it on. It was warm but it wasn’t what they needed so they kept stealing. The last theft was on Friday and so I wrote this over the weekend for the school paper because they can’t steal at school on the weekends.
Empathetic perspective on both the fictional author’s actions and the thief’s. What would it look like to extend this level of understanding to the victims of the thefts and to the imagined student population? Who is “I” and what effect does it have to draw attention to the author/narrator at this moment?
[inappropriate use of first person. Excessive and distracting detail.]
Feedback general to the point of being unhelpful. What is inappropriate about the first person specifically? Was appropriate degree of detail discussed in class? If so make reference to course material.

Maybe they [The thief may have] needed all the things they stole. If they didn’t have their own books they would need to take someone else’s. A back pack might have lots of helpful things in it. They could’ve [could have] needed pens or snacks or just the backpack [itself]. Its [It’s] getting cold because its [It’s] December now.
Author/narrator clearly shows ability to empathize with the thief and draw connections between their actions and possible context and reasoning behind them. It is important not to assume the audience has the same skills and willingness. Guide them through seemingly obvious assumptions. Why does it matter that it is cold now?”
[last sentence is a non-sequitur. ]
What is student expected to change in order to improve? Should the last sentence be removed? Expanded upon? Transitioned into?

Stealing is the wrong way to get the things you need but If they needed those things really badly it probably wasn’t as bad. Because how [How else]were [was] they [the thief] going to get them [specific things they needed or catch all phrase that summarizes their needs]? If they were at a school they were probably a kid and didn’t have a lot of money maybe, so they had to steal stuff they needed.
The order of the sentences and ideas in this paragraph interferes with clarity. The opening moral assertion is a conclusion drawn from the details described not the reverse. Use of second person suggests this conclusion is specific to this scenario where the rest of the sentence suggests this is a universal truth. Who is “you” this sentence? This is the paragraph that needs the most conceptual and structural editing work.
[inappropriate use of second person. Incorrect use of question mark.]
The prompt spoke of addressing the audience appropriately. What further description of the role of 1st 2nd and 3rd person was given in class? Make reference to course material in feedback.

In conclusion, they [the thief] shouldn’t be in too much trouble.Because 1 [Firstly,] they needed that [the] stuff [things] they stole. 2 [Second,] they only took stuff they needed.3 [Third,] its [it’s] bad because the other kids need that stuff to [too].But 4 [However,] it's [it’s] not the most bad thing they could have done and so they shouldn’t be in the most trouble just a medium amount of trouble maybe.
This is the paragraph that requires the most technical editing work. It also departs most directly from the style implied to be appropriate in the prompt. When expanding on an assignment or responding in an unexpected or indirect way it is more important than usual to support your reasoning for how you choose to respond. In some cases it may be easiest to set aside personal vision and take a more direct approach. In other cases it is worth the effort to make a personally significant point even though it can be a challenge to justify that decision. “In conclusion” is a call to a different structure and serves as no more than a bit of formality to hide behind. It does not conceal the unexpected response nor should it.
[“in conclusion” is from the 5 paragraph essay structure and not appropriate given the prompt. Informal tone. Write out numbers. Specific grammar and spelling mistakes.]
In what ways does the prompt state or imply an appropriate tone with regards to formality? Specific mistakes should be clearly marked as I have done with strikethrough and brackets.

Grade as Corrected by Marius de Romanus professor of world history.

Total Score: 80%
Letter Grade: B-

Explanation of grade: Your grade was determined by averaging your scores in each of the three categories of the rubric discussed in class when the project was assigned. Your strongest area was structure and organization and you demonstrated an in-depth understanding of role of journalistic writing. Mistakes appear to be the result of hesitance to lean into the structure and some confusion as to the degree to which events are meant to be fictionalized. Your weakest area was clarity and detail. You would benefit from a close look at what specific details mean in the context of your intended message. Beyond that, improvement would come most readily from expanding on what you already do well, such as empathizing with the characters, rather than correcting specific mistakes. Spelling and grammar were technically adequate. They did not contribute actively to the meaning of the text but were not so obviously incorrect as to detract from meaning.

Additional feedback: Your use of empathetic tone and attention to detail in support of that tone shows mature journalistic skills. The role of the media is to create a meaningful and relevant narrative by drawing attention to some facts over others rather than reporting on relevant and irrelevant details alike. That said, this is a case where the trial takes place in a court of public opinion and it would serve the narrator of the article to appeal to that audience by extending them the same empathy offered to the thief.

Options: I encourage you to show me any edits you choose to make based on my recommendations. Please email me at anytime. If you wish to meet again before the new draft is due I have afternoon time available in my schedule. Perhaps your house parent would be amenable to after school meetings If I were to drive you home. Thursday 12/5/15 would be ideal, as I am planning to take the weekend to prepare for finals and recommend you do the same.

Chapter Text

NAPA COUNTY SELPA BEHAVIORAL EMERGENCY REPORT

A Behavioral Emergency Report shall be completed immediately after a student with an IEP exhibits unpredictable, spontaneous behavior which 1) poses a clear and present danger of serious physical harm to the individual or others or causes serious property damage AND 2) cannot be immediately prevented by a response less restrictive than the temporary application of a technique used to contain the behavior AND 3) an emergency intervention is utilized.

Student’s Name:_____Amadeo______________
Age:__15__
Date of Report:_____12/10/15_____ Date of Incident:___12/10/15____
Time Incident Began:__11:35 AM__ Time Incident Ended: __3:30PM__
School:_____American Canyon Magnet School for the Arts_________
Setting/Location of Incident:____Mr. Miller’s English Composition Classroom, room 112___

Current Behavior Supports:

• None
• Social/Emotional IEP Goals
• Action Plan
• BSP
• BIP
• Behavior Accommodations

Check ONE box & Follow Up
☑️Student does not have a current Behavior Intervention Plan. Within two days of the behavioral emergency, the designated responsible administrator shall schedule an IEP meeting to review the emergency report to determine the necessity for a functional analysis assessment or to determine the need for an interim behavioral intervention plan. If it is determined an FAA is not needed, the IEP team shall document the reasons for not conducting the assessment, and/or interim plan. Parental consent is required prior to the commencement of the FAA.
🔲Student has an existing Behavior Intervention Plan. Within two days of an incident involving a previously unseen serious behavior problem occurs OR when a previously designated intervention is not effective, the IEP team shall schedule an IEP to review the incident and determine if there is a need to modify the plan.

Person completing this form:
Print Name:_________Andrew Miller_______________
Signature:_________Andrew Miller________________
Position:_____English Literature Teacher__________

Names of other staff members involved:
__Security Staff_____________________________
__Lisa Cooper: School nurse T/TH______________
__Dr. Mathew Taylor: School Counselor__________
__Marius de Romanus: World History Teacher_____
_________________________________________
_________________________________________

Chapter Text

PURPOSE: A Behavioral Intervention Plan (BIP) is a plan incorporated into the student’s IEP if determined necessary by the IEP team for the student to receive FAPE. The IEP team must also develop and implement a BIP if it determines that the student’s conduct is a manifestation of the student’s disability, unless a BIP is already in place.

BEHAVIORAL INTERVENTION PLAN (BIP)

Student name: _______________Amadeo____________________
SID#: ____________________15351973_______________________
Annual IEP Date:_________________10/24/15________________
District: _________Napa Valley Unified School District________
BIP Meeting Date: ______________1/16/16___________________
School: ____American Canyon Magnet School for the Arts____
IEP Case Manager: _______________Ashley Price_______________

Team members contributing to the development of the BIP

Chapter Text

CHRISTMAS BREAK SCHEDULE CALL OF DIVINITY GROUP HOME
12/23/15 – 1/10/16

DECEMBER 2015

JANUARY 2016

SPECIAL EVENTS SCHEDULE

Chapter Text

[Image description: A poster for the school wide winter art shows. Across the top of the page in large white text over a background of blue and pink vertical stripes is written: "2015 Student Art Shows". Underneath the colorful graphic there are three columns of text. In the first column in a medium sized black font is written: "Grades 9 - 12 Visual Art Exhibits Every Weekend of Winter Break 9 AM - 4 PM ACMS Gymnasium". The rest of the text on the page is in a small black font, split between the three columns and reads: "American Canyon Magnet School for the Arts students from all grades join together to show their talents and exhibit works from the Fall Semester as well as independent summer projects. 12/21: Relax from finals stress with musical performances by ACMS’ band, and orchestra as well as individuals. Highlight: Riccardo. 12/22: This year photography students requested their own exhibit and so digital and film photography will be shown at a one day special event! Highlight: Louis de Pointe du Lac. 12/28: The first day of the second weekend of break, work from painting, design, drawing, and illustration classes will be on display. 12/29: In a special highlight of three dimensional works students of sculpture, fashion design and ceramics will show examples of their accomplishments the second day of the second weekend. 1/4-5: Work from animation, film and stop motion classes will be shown the first weekend of January at the annual ACMS Winter Film Festival. 1/11-12: Our schools talented performance artists will open the semester with dance, theater and spoken word the weekend before the first day of school. Highlight: Lestat de Lioncourt.]

Chapter Text

[image description: A profile picture of the top half of Amadeo’s head showing his eyes and forehead. A beanie is pulled down to his eyebrows and his hair is messy on the sides of his face.]

[Image description: image 1/6. A group photo of 11 children and teens gathered together in front of a Christmas tree and posing for the camera. They are crowded into the frame in rows: standing, crouching/kneeling, and sitting on the floor. Two of the teens are recognizable from previous photos on this account as Amadeo and Ricardo. The other kids range in age and demographic but all are boys. Subjects of the photo are clear but back lit by the tree.]

[Image description: image 2/6. A picture from the head of a rectangular table. White paper snowflakes in different stages of completion, as well as scraps of printer paper, cover the table. Hands and arms are visible suggesting multiple people seated around the table but no full figures or faces are visible. Photo is low quality and brightly artificially lit.]

[Image description: image 3/6. A photo of Amadeo from the knees up. He is wearing jeans, a medium weight winter jacket and a beanie. The feet of two single beds are visible in the background. Photo is low quality and naturally lit from behind the camera.]

[Image description: image 4/6. A photo of a realistic high quality amateur painting. In the painting two silhouetted figures stand shoulder to shoulder under a wide sky. They face away from the viewer. The sky above them is divided by a decorative arch high on the page. Inside the arch the sky is blue and clouds appear to almost but not quite take the shape of further figures. The small amount of sky visible outside the arch is dark purple and blue with stars and no moon. The decorative pattern from the arch extends down the sides and across the bottom of the painting. The photos is high quality and taken in bright neutral light.]

[Image description: image 5/6. A photo of a nativity scene composed of poorly executed origami figures. They are arranged under a cardboard box that has had the front side cut away. Some are animals, some are human and the central figure of baby christ is represented by an origami egg.]

[Image description: image 6/6. A photo taken of a large room filled with figures who’s details are obscured by distance. The figures mingle in small groups and the room is brightly artificially lit. There is a stage in the background and some tables off to the sides. Photo is of standard quality but slightly blurred by the movement of the subjects.]

4 likes
deobydaylight

Merry Christmas!! We all did some crafts together and everyone got really into making snowflakes but I don’t have a good picture of the finished ones. We went to the church and the midnight mass was good and the party was ok. Look what Riccardo gave me! He should probably stick to drawing but I guess he was inspired by the snowflakes. I also got a jacket from a teacher and a hat from the church Christmas gift thing. I’m so happy I could keep my painting a secret from Riccardo for so long because he really liked it and it was a good surprise!

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12/26/15

[image description: Amadeo’s profile picture.]

[Image description: image 1/2. A photo of Riccardo sitting on a stool posed with a guitar and smiling professionally at the camera. Behind him a blue and green backdrop is hung. The photo is professional quality and the lighting is warm and artificial.]

[Image description: image 2/2. A photo of an abstract, patterned, painting. In the center of the canvas is a large oval which is decorated with a complicated pattern and resembles a pysanky egg. The background of the oval is black and the pattern on top is red and white with green details. The space around the egg is filled with an arabesque pattern in green and blue with red details. There is a small crack visible at the top of the egg painted in gold. The Photo is professional quality and the lighting is neutral.]

4 likes
deobydaylight

Louis photographed my painting for me after the art show and the school gave it back to me so I guess its just in the bedroom now. He made me promise not to post any of his other pictures but you can see them on his page louisde_pics_dulac. Riccardo sounds better than he looks in his photo I promise! They just wanted to take his formal picture for the yearbook or something. They should’ve let Louis do that one too.

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12/26/15

Chapter Text

[image description: A digital image of a fictional pamphlet for a theater show Lestat's putting on at his highschool. The page orientation is landscape and there are three tan vertical columns as though it were intended to be folded in thirds. Text in the right column reads: "The 2016 spring semester play is performing art student, Lestat de Lioncourt’s, senior thesis Immersive Theater Experience: Théâtre des Vampire. Auditions held: February 1st - 2nd 1 PM - 4 PM Stage roles assigned by: performing arts department head Other positions by: student request and staff recommendation. weekly commitment required schedule negotiable". The middle column, top to bottom includes: the text "school theater roles" in all caps, an image from the 1994 Interview With the Vampire movie showing the stage of the Théâtre des Vampire mid performance which is captioned "Photo Credit: Daniel Molloy", and the text "Positions in ACMS theater extracurriculars available for performance art students and entire school population!". The third column, top to bottom includes: the text "spring 2016" in all caps, an image from IWTV 2022 showing Lestat and two other actors onstage in costume posing for the audience captioned "Photo Credit: LDPDL", and the text: "Available Positions: Stage: Actors Musicians (instrumental) Off-Stage: Sets Costumes Sound Lights American Canyon Magnet School for the Arts
Performing Arts Department".]

Chapter Text

CLASSES:
Homeroom (point of contact): Marius de Romanus

Grade 9:
English Literature 9: Andrew Miller
Physical Education: Ryan Mitchell
Biology: Donna Morgan
World History: Marius de Romanus
Math Lab: Scott Howard

Remedial:
Remedial, ESL, and Special Education English Composition: Jennifer Diaz
Pre-algebra : Mark Collins
Speech Language Pathology: Anna White

Elective:
Art History: Marius de Romanus
Drawing and Painting 2: Samuel Ramirez

NAME: AMADEO
SID#: 15351973
SPRING SEMESTER CLASS SCHEDULE

[Image description: A school schedule covering days Monday through Friday and Periods 1-6 as well as an A period a Break and a Lunch. Every day of the week has the same start and end times for the periods what is scheduled for a period varies day to day. The periods are as follows: A is from 7:30-8:00, 1 is from 8:10 to 9:0, 2 is from 9:10 to 10:00, Break is from 10:00 to 10:20, 3 is from 10:30 to 11:20, 4 is from 11:30 to 12:20, Lunch is from 12:30 to 1:20, 5 is from 1:30 to 2:20, 6 is from 2:30 to 3:20.

The Schedule for Monday is as follows: A is "Homeroom de Romanus rm# 115" (circled in red), 1 is "World History de Romanus rm#115" (circled in red), 2 is "English Literature 9 Diaz rm#209", under the "Break" square on the schedule "Snack" is written in red using a handwriting font, 3 is "Art History de Romanus rm# 219" (circled in red), 4 is "Pre-algebra Collins rm# 127", under the "Lunch" square in the schedule "School lunch" is written in the same hand writing font but black, 5 is "Remedial English Composition Miller rm# 203", 6 is "biology: Lecture Morgan rm#145".

The Schedule for Tuesday is as follows: A is "School wide office hours", 1 is "Drawing and Painting 2 Ramirez rm: B Studio" (highlighted in blue), 2 is "World History de Romanus rm#115" (circled in red), under the "Break" square on the schedule "Snack" is written in red using a handwriting font, 3 is "English Literature 9 Diaz rm#209", 4 is "Pre-algebra Collins rm# 127", under the "Lunch" square in the schedule "Lunch Meeting" is written in the same hand writing font but black (circled in red), 5 is "SLP pull out White Counseling Offices: rm 3", 6 is "biology: Lab Morgan rm#140"

The Schedule for Wednesday is the same as Monday except for period 6 which instead of being "Biology: lecture Morgan rm#145" is "Drawing and Painting 2 Open Studio Instructor Cycles rm: B Studio" (highlighted in blue).

The Schedule for Thursday is the same as Tuesday except for Lunch and Period 5. Lunch is listed as "School Lunch" not "Lunch Meeting" and Period 5 is listed as "Academic Advisory: Library"

The Schedule for Friday is as follows: A is "Homeroom de Romanus rm# 115" (circled in red), 1 is "World History de Romanus rm#115" (circled in red), 2 is "Physical Education Mitchell rm: Gym", "Break" is "Snack", 3 is "Drawing and Painting 2 Ramirez rm: B Studio" (highlighted in blue), 4 is "Mixed Grade Math Lab Howard rm#102", "Lunch" is "School Lunch", 5 is "Remedial English Composition Miller rm# 203", 6 is "biology: Lecture Morgan rm#145".]

JANUARY 2016

FEBRUARY 2016

MARCH 2016

APRIL 2016

MAY 2016

MAY 2016

Chapter Text

Community Hour Subject noted by day. See Calendar.

INDIVIDUAL SESSIONS DAYS SCHEDULE

Chapter Text

MARCH 2016

APRIL 2016

SPECIAL EVENTS CALENDAR: HOLY WEEK (Academic Calendar – Spring Break)

Reminder to CoD household members that following definitions for expected practices will be enforced:


Lenten Sacrifice:
To “give something up for lent” helps you connect with the suffering of Jesus Christ through participating in the act of sacrifice.
An appropriate sacrifice should be:

1. Challenging to you
2. Change something significant in your life
3. Go above and beyond your regular goals
4. Be specific to your circumstances

Church Attendance:
All household members should attend all scheduled church activities and services.

Fast:
To abstain from eating. During lent this abstinence serve the purpose of strengthening connection to God by detaching from the earthly world and showing repentance for past sins. Fasting demonstrates discipline and commitment to Catholic ideals. All appropriate meal and snack times are marked on the weekly schedules and eating outside these times is not permitted inside or outside the household.

Lenten Fast:
On each day of lent not otherwise specified members of the CoD household will participate in the practice of lenten fasting alongside our devout catholic community. Compliance with lenten fasting rules constitutes eating a non-optional lunch and two optional snacks (household members who are required to take medication must also take a snack at that time).

Paschal Fast:
The Paschal fast refers not just from abstaining from eating but also from work and the burden of anger and negative emotion.

Chapter Text

Date of filing: 4/22/16
Date(s) of behavior: 4/13/16 – 4/22/16
Date of return: 4/23/16

I understand for what and in what manner I am being disciplined:

Print name: ________Amadeo_______
Sign: __________Amadeo___________
Staff Role: ______Counselor_________
Staff Signature: ____Christine Perez______

Chapter Text

Date Assigned: 4/22/16
Assigned By: Kathrine Bailey, personal therapist
Assigned To: Amadeo
Addressed To: Mr. Marius de Romanus

1. Household Peer
2. Household Staff
3. Family or Community Member
4. School Peer
5. School/District Staff

Skills/Resources Suggested:

• DBT workbook chapters 9+10 interpersonal skills, selected exercises included below
• Feelings wheel
• “I” Statements examples
Skills/Resources Used:
• DBT workbook chapters 9+10 interpersonal skills, selected exercises included below
• Feelings wheel
• “I” Statements examples
Date Reviewed:
Reviewed By:

EMOTIONS: (Highlight relevant emotions or add your own. See next page for feelings wheel.)

[Image description: A black and white feelings wheel. The middle 6 emotions representing the broadest categories are: Fear, Anger, Surprise, Happy, Disgust, and Sad. Fear breaks down into: Insecure (then into inadequate and inferior), Rejected (inadequate, alienated), Anxious (revulsion, detestable), and Scared (terrified, frightened). Anger breaks down into: Mad (enraged, furious), Hurt (devastated, embarrassed), Threatened (insecure, jealous), and Distant (suspicious, embarrassed). Surprised breaks down into: Confused, (disillusioned, perplexed), startled (shocked, dismayed), Amazed (astonished, awe), and Excited (eager, energetic). Happy breaks down into: Joyful (ecstatic, liberated), Proud (confident, important), Optimistic (open, inspired), and Peaceful (hopeful, loving). Disgust breaks down into: Avoidance (hesitant, aversion), Disapproval (judgmental, loathing), Awful (revulsion, detestable), and Disappointed (revolted, repugnant). Sad breaks down into: Bored (indifferent, apathetic), Lonely (isolated, abandoned), Despair (vulnerable, powerless), and Guilty (ashamed, remorseful).]

In the left-hand column, fill in the things you want and need in that relationship. Under “Outcome,” assess how well those needs are met. In the two right-hand columns, do the same for the other person. Now take a look at the outcomes on each side of the chart. Are more of one person or the other’s needs being met? How does the relationship deal with those unmet needs? Are they ignored or negotiated? Are they sources of blame or withdrawal?

• Know and say what you desire.
• Notice or find out what the other person desires.
• Negotiate and compromise so you can get at least some of what you want.
• Give what you can of what the other person wants.

How you ask for things depends on the situation. The intensity and level of insistence can vary based on two major factors:

1. How urgent is my need?

Low urgency 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 High urgency

5

2. How vulnerable is the other person in the relationship?

Very vulnerable 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 Not vulnerable

2

Notice that you can assess each of these variables with a ten point scale. The higher the total number the more forceful its appropriate to be. The lower the number the more moderate and gentle you should be.

5 + 2 = 7

I think:

• Clear summary of facts

I feel:

• Select from the feelings wheel

I want:

• Behavioral
• One at a time
• Possible in the present
• Specific and concrete

I think:

I think that maybe you don’t like me anymore
I think that I did a bad job at some stuff
I think that you should know that I do know how to do those things and about how things are like that

I feel:

Insecure
Remorseful
Hesitant
And important
And some of the other ones that aren’t on the wheel and it says to use the wheel but I did mark them on the chart so you can look there except I don’t know you get to see these parts or just Santino so maybe I should change the chart anyway

I want:

For you to do and say stuff that you like me like still do the things you did before because I know that you were probably doing that stuff for reasons
Also for you to let me touch you more if we do things again
Sorry thats not really specific and concrete but I’m not going to get a bad grade on my worksheet because I don’t think I’m going to turn it in to anybody so yeah maybe I could touch you next time

[Image description: A chart of “You-Statements” vs “I-Statements”, with examples, from relationship center.com. The left half of the chart describes You-Statements listing things they “May be/include” followed by “Examples” while the right half of the chart describes I-Statements in the same terms. Reading down the first two columns, the chart lists the qualities and examples for You-Statements as follows: “General” (for example, “you didn’t clean up like you promised you would! You upset me so much!”), “Blame” (“you make me feel so unattractive!”) “Focuses on the problem without finding a solution” (“You’re just not understanding!”) “Oughts and shoulds” (“You really should look for another job.”), “Labels” (You’re so selfish!”), “Thoughts only” (“You’re so forgetful. You must have ADHD or something.”) and “States and opinion as though its a fact.” (“This is stupid. You don’t know what you’re doing at all. We should just give up.”). Reading down the third and fourth columns, the chart lists the qualities and examples for I-Statements as follows: Specific (“I feel angry that the trash hasn’t been taken out yet.”), “Taking responsibility for one’s feelings (“When you don’t compliment me on my appearance, I feel insecure.”), “Identifies what one wants/needs” (“I’m feeling sad and could use a hug.”), “Focuses on the present moment” (“I’m noticing that I feel anxious right now as I’m listening to you talk about work.”), “Labels on’s feelings rather than another’s character” (“I feel sad hen you choose to spend time with your friends on Friday nights.”), “Thoughts and feelings” (“When you forget things I’ve said in conversations, I feel hurt and forgotten.”), and “Acknowledges others may have different opinions” (“I notice I’m feeling frustrated and what to give up. How are you feeling?”).]

1. Put the feeling into words:

I feel confused about how much you like me and also anxious about bad stuff happening later

2. What do you want the other person to change?

More of: _____________Saying and doing nice things_______________
Less of: ___________________________________________________________________
Stop doing: _______________________________________________________________
Start doing _______Telling me what is the right thing to do_________
When __________When I’m in your office___________________________
Where _________at the school and also in your car_________________
Frequency ________when its on the schedule______________________

3. Put all this information into one or more clear sentences.

Chapter Text

April 23rd 2016
Mr. Marius de Romanus
History Department
ACMS office rm# 7

Dear Marius de Romanus,

I’m really sorry for how I acted and also that I don’t have any of the things you gave me anymore because I didn’t take good care of them. At the house I was bad and maybe it was also bad not to send you any emails. Lestat says you like when students you like write and say how their breaks are going and if they have homework questions I knew that but I didn’t do it anyway. I spent all my break thinking about stuff and I don’t think I really was very bad but also I wasn’t very good like I want to be. I think you would say there is room for improvement but not give me a bad grade because you don’t like to have to do that to students you like. I hope I am still a student you like. If I was sending you a real letter I’d send you all my forms and you could read them and understand because you’re really good at understanding me and I think I did a good job with the forms. Probably when I do send you the real letter though you won’t get the forms but we can talk about it if you want to or we can not.

Thank You,
Amadeo

Chapter Text

Date Assigned: 4/22/16
Assigned By: Kathrine Bailey, personal therapist
Assigned To: Amadeo
Addressed To: Mr. Marius de Romanus

1. Household Peer
2. Household Staff
3. Family or Community Member
4. School Peer
5. School/District Staff

Skills/Resources Suggested:

• DBT workbook chapters 9+10 interpersonal skills, selected exercises included below
• Feelings wheel
• “I” Statements examples
Skills/Resources Used:
• DBT workbook chapters 9+10 interpersonal skills, selected exercises included below
• Feelings wheel
• “I” Statements examples
Date Reviewed:4/30/16
Reviewed By: Santino




Please remember to turn in all therapeutic and disciplinary
!assignments in a timely manner –– A week is too long
Do not lose or destroy documents




---




CHAPTER TEN: ADVANCED INTERPERSONAL SKILLS:
Knowing What You Want







EMOTIONS: (Highlight relevant emotions or add your own. See next page for feelings wheel.)

Good	Bad
Satisfaction	Anxiety (for the future)
Excitement	Fear (of something now)
Sexual Attraction	Anger
Love/Affection	Resentment
Contentment	Sadness
Joy	Grief/Loss
Pleasant Anticipation	Hurt
Interest	Anger or Disgust with Oneself
Satiety	Embarrassment/Shame
Guilt
	Yearning/Deprivation
	Loneliness/Emptiness




From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---




FEELINGS WHEEL






[Image description: A black and white feelings wheel. The middle 6 emotions representing the broadest categories are: Fear, Anger, Surprise, Happy, Disgust, and Sad. Fear breaks down into: Insecure (then into inadequate and inferior), Rejected (inadequate, alienated), Anxious (revulsion, detestable), and Scared (terrified, frightened). Anger breaks down into: Mad (enraged, furious), Hurt (devastated, embarrassed), Threatened (insecure, jealous), and Distant (suspicious, embarrassed). Surprised breaks down into: Confused, (disillusioned, perplexed), startled (shocked, dismayed), Amazed (astonished, awe), and Excited (eager, energetic). Happy breaks down into: Joyful (ecstatic, liberated), Proud (confident, important), Optimistic (open, inspired), and Peaceful (hopeful, loving). Disgust breaks down into: Avoidance (hesitant, aversion), Disapproval (judgmental, loathing), Awful (revulsion, detestable), and Disappointed (revolted, repugnant). Sad breaks down into: Bored (indifferent, apathetic), Lonely (isolated, abandoned), Despair (vulnerable, powerless), and Guilty (ashamed, remorseful).]




---




CHAPTER NINE: BASIC INTERPERSONAL SKILLS:
Fear Management – Risk Assessment Worksheet







Fear	Evidence it Will Occur	Evidence it Will Not Occur	% Chance of it Occurring
Getting sick from the wrong medication will make me worse in school	Dr. Sullivan said I could get sick Being sick sometimes makes you miss class	I don’t feel sick I don’t get to stay at the house unless I’m really really sick	50%
I will be in trouble at school	I’m at trouble at the house The rules at school are some the same as the house rules I have to write a letter so Mr. de Romanus can tell the school I was bad	The rules at school are some different from the house rules	75%
Mr. de Romanus will be angry with me	Santino is angry with me Riccardo is mad at me I was bad so its good to be angry with me	He hasn’t been angry with me so far even when I’m really really bad	75%




From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---




CHAPTER NINE: BASIC INTERPERSONAL SKILLS:
"I Want – They Want" Ratio Worksheet




In the left-hand column, fill in the things you want and need in that relationship. Under “Outcome,” assess how well those needs are met. In the two right-hand columns, do the same for the other person. Now take a look at the outcomes on each side of the chart. Are more of one person or the other’s needs being met? How does the relationship deal with those unmet needs? Are they ignored or negotiated? Are they sources of blame or withdrawal?

• Know and say what you desire.
• Notice or find out what the other person desires.
• Negotiate and compromise so you can get at least some of what you want.
• Give what you can of what the other person wants.




I Want...	Outcomes	They Want...	Outcomes
To do well in school	Yes: I’m ok in my grades right now because of the help	For me to do well in school, like all the students	Yes: He’s helping me and I’m doing ok with my grades
To not be in so much trouble or any more trouble	Probably not: I’m in big trouble but it might not get worse if I can be good about it	For me to follow all the school rules	No: I’m in trouble for breaking the house rules and also probably the school rules




From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---




CHAPTER TEN: ADVANCED INTERPERSONAL SKILLS:
Modulating Intensity




How you ask for things depends on the situation. The intensity and level of insistence can vary based on two major factors:







1. How urgent is my need?




Low urgency 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 High urgency




7




2. How vulnerable is the other person in the relationship?




Very vulnerable 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 Not vulnerable




9




Notice that you can assess each of these variables with a ten point scale. The higher the total number the more forceful its appropriate to be. The lower the number the more moderate and gentle you should be.




7 + 9 = 16







From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---







CHAPTER TEN: ADVANCED INTERPERSONAL SKILLS:
"I" Statements




I think:

• Clear summary of facts

I feel:

• Select from the feelings wheel

I want:

• Behavioral
• One at a time
• Possible in the present
• Specific and concrete







I think:




I think I didn't come to school
I broke the house rules
I missed a lot of classes because I was gone for two whole days




I feel:




Remorseful
Hopeful
Hesitant
Anxious
Embarrassed




I want:




To show I can follow the rules and so I don’t have to be in trouble anymore
To catch up in class




From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---




Examples of "I" Statements









[Image description: A chart of “You-Statements” vs “I-Statements”, with examples, from relationship center.com. The left half of the chart describes You-Statements listing things they “May be/include” followed by “Examples” while the right half of the chart describes I-Statements in the same terms. Reading down the first two columns, the chart lists the qualities and examples for You-Statements as follows: “General” (for example, “you didn’t clean up like you promised you would! You upset me so much!”), “Blame” (“you make me feel so unattractive!”) “Focuses on the problem without finding a solution” (“You’re just not understanding!”) “Oughts and shoulds” (“You really should look for another job.”), “Labels” (You’re so selfish!”), “Thoughts only” (“You’re so forgetful. You must have ADHD or something.”) and “States and opinion as though its a fact.” (“This is stupid. You don’t know what you’re doing at all. We should just give up.”). Reading down the third and fourth columns, the chart lists the qualities and examples for I-Statements as follows: Specific (“I feel angry that the trash hasn’t been taken out yet.”), “Taking responsibility for one’s feelings (“When you don’t compliment me on my appearance, I feel insecure.”), “Identifies what one wants/needs” (“I’m feeling sad and could use a hug.”), “Focuses on the present moment” (“I’m noticing that I feel anxious right now as I’m listening to you talk about work.”), “Labels on’s feelings rather than another’s character” (“I feel sad hen you choose to spend time with your friends on Friday nights.”), “Thoughts and feelings” (“When you forget things I’ve said in conversations, I feel hurt and forgotten.”), and “Acknowledges others may have different opinions” (“I notice I’m feeling frustrated and what to give up. How are you feeling?”).]




From: The Relationship Center https://relationshipcenter.com/







---




CHAPTER TEN: ADVANCED INTERPERSONAL SKILLS:
Knowing What You Need







1. Put the feeling into words:




I feel guilty about breaking so many rules and anxious and hopeful about how to show I can be good next time







2. What do you want the other person to change?




More of: ____________Helping me with tutoring and good meetings__________
Less of: ___________________________Bad Meetings_______________________________
Stop doing: ________________Talking to Mr. Miller_____________________________________
Start doing __Helping me with other stuff like about not at school things_________
When __________________During and after school________________________________
Where ______________________School____________________________________________
Frequency ______________________when its on the schedule______________________







3. Put all this information into one or more clear sentences.




Please can I have a chance to show that the way you’ve been helping me is helping me be good in school?

Also since it’s helping with school I think if you helped me with other things I could be more good when I’m at the house like I’m mostly good now when I’m at school.







From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley




---




CHAPTER TEN: ADVANCED INTERPERSONAL SKILLS:
Modulating Intensity




Conflict	Compromises
You and the other school people and Santino and the other Divinity people want me to go to school but I’m tired and sick from maybe drugs/medication and want to stay in the bedroom	1.) I can go to school but not do anything and just sit in the space for me in Mr. de Romanus’ office
	2.) I can go to the hospital because I’m really sick and they’ll say I don’t have to go to school
	3.) I can do all my work at the house from the bedroom
	1.)
	2.)
	3.)







From: The Dialectical Behavioral Therapy Skills Workbook By Matthew McKay, Jeffrey Wood, Jeffrey Brantley

Chapter Text

April 30th 2016
Mr. Marius de Romanus
History Department
ACMS office rm# 7

Dear Mr. De Romanus,

I’m sorry for missing your classes and also all the other classes that I missed and also the meeting which is important to me. I really appreciate all of your help and how you do a good job making things easy for me at school. I like going to your office. I want your job to also be easy so I will do my best to be good at school and at the house. It was my fault I missed those classes and I wasn’t sick I was just being a way where I wasn’t thinking about what mattered. I got some help from the staff at the house and now I’m ready to try again. Please tell me what I can do to make up my work and be good at school. If anything like this happens again I promise I can do better.

Thank You,
Amadeo

Chapter Text

Ninth Grade English Literature
Spring Semester 2016
Wednesday April 24th
Andrew Miller

Total possible points: 60

Essay:
45 possible points, 15 per paragraph.
3 Paragraphs: Intro, Body, and Conclusion

Prompt: Explain why “Gift of the Magi” by O. Henry is essential or necessary to be taught during the 9th Grade year at our school.

Questions to consider:

• What was the author’s purpose in writing the text?
• Why do teenagers need to read this piece of literature?
• How does it connect to the world or society as a whole?
• What are the themes about life it conveys?
• Why is the author well known for the work?
• How did it affect you personally as a reader?

    In “The Gift of the Magi” the married couple make big sacrifices to get each other gifts. Teenagers need to know about this because it's important to know about making a sacrifice for an important reason. There are a lot of reasons people might want you to cut your hair or give something up . You should only do it for an important reason like love or God. The author was telling about the three magi and their gifts. People need to know about that because I think a lot of people don’t know that part about Christmas as much as the other parts.

    God will tell you like the author told you if its important to give something up. The wife made a really bigger sacrifice than the husband. I think she must have loved him more than he loved her because she was willing to sell her hair and he just sold a watch. Maybe the watch was more expensive but the hair was more important. The gifts that the magi had for baby Jesus were all important even though gold and myrrh which is like for death and dead people are really different just like a watch and hair. The Magi all loved Jesus and they bowed to him and we should do that even if the things we have to give aren’t the same as each other.

    In conclusion, teenagers and also everybody needs to learn about making a sacrifice when its important and giving all the things you have to give even if they aren’t enough. I learned about that from the story and also other things because it's true. It's an important story because of that it's essential to teach about it because people and teenagers don’t always know that. People might not even know thats what the story was about when they read it if you don’t teach about those things in a class. Everyone should read “The Gift of the Magi” when they read about Jesus for Christmas I think.

Short Answer:
15 possible points, 3 per question

2/3

What were Della and Jim’s gifts to each other?

Della’s hair and Jim’s watch

3/3

How are their gifts like that of the Magi?

Because they were like prayer and virtue and suffering and they both suffered for each other out of love (a virtue).

1/3

What is the setting of the story?

New York

1/3

What does the title mean?

That this is a story from the Bible about Christmas.

1/3

What is a central theme of the story? Provide an example.

Sacrifice.

Returned: 4/29/16
Grade:
45/60
75%
C

Essay: 37/45

Great exploration of the ideas in the story and their significance to your life but you need to stay closer to the text and respond more directly to the prompt. You stray into outside sources not discussed in class. This is not a bible study class.

Short Answer: 8/15

Some of your answers lack detail or do not completely answer the questions.

Overall:

Good work, Amadeo

PROCTOR’S NOTE:

Test administered by: Marius de Romanus, Academic Point of Contact
Proctor: Kyle Duncan, parent volunteer
Accommodations: double time, typing device, private testing environment
Testing location: De Romanus’ office room #7
Total time permitted: 90 minutes
Time test started: 4/23/16 1:30 PM
Time expires at: 3:00 PM
Time used: 73 minutes

Chapter Text

5/2/16 1:23 PM

Test Help
From: [email protected]
To: [email protected]

I know we don’t have another tutoring until Tuesday but I thought maybe since we’re sometimes busy with other stuff during that time that you could help me with a test. Or like you could look at it and then I could look at it we don’t have to look at it together. I got a C on it the midterm from Mr. Miller’s class. Thats literature. Also I don’t have my internet at the house back yet so I can’t answer your emails on the weekend if you send me any emails. I sent you an attachment of the grade and pictures of the test from the online grading portal.

5/2/16 3:45 PM

RE: Test Help
From: [email protected]
To:[email protected]

I don’t often have room in my schedule to give extra attention to a student who is performing poorly in another class. I did take the time to look over your test and it seems you earned the score you received. If you are having trouble committing to your academic career or motivating yourself to do your best in class there are student counseling resources available to you on the school website or you can visit the office. You are a bright student and are capable of great work, which I have come to expect from you. I have attached a copy of the 9th grade school wide essay rubric in case Miller’s explanation of your grade felt incomplete.

Chapter Text

DRAFT STARTED: 4/22/16
DRAFT EDITED: 5/7/16

DRAFT: Meeting Request
From: [email protected]
To: [email protected]
CC: [email protected], [email protected]

Marius de Romanus

History Department Teacher
ACMS

Tyler Dixon

Special Education Program Coordinator
ACMS, NVUSD


Hello Tyler,

I am requesting an IEP meeting regarding the program for my student, AMADEO, (SID#15351973). I have some concerns that I believe need to be addressed by the entire team.
If possible I’d like to get this scheduled before finals prep week. I don’t think it should wait until next year, it regards a possible change in placement. We both know how challenging that sort of thing can be for a student in a delicate position. It’s better not to put him through a whole summer expecting to come back to a school that isn’t working for him. I’d like to collaborate with you and the rest of his educational and home team to solve a few problems I’ve noticed come up during tutoring and as his point of contact homeroom teacher. I want to make sure Amadeo’s IEP provides enough support for improvement and learning within his capabilities and that might require more intensive interventions. I look forward to discussing my specific concerns about Amadeo in person. Here is a brief summary of my specific concerns:

I. Amadeo is falling behind academically. His performance seems to have peaked at the end of the fall semester and has fallen gradually since then.
II. This time of year seems to pose a particular challenge for him, as several anniversaries of traumatic events are coming up
III. He is withdrawing from class more and more frequently and is not always able to find his way to the safety of my office.
IV. Given his extensive psychiatric record I have begun to grow concerned that his IEP does not provide sufficient support for his emotional and mental health needs in and out of the classroom.
V. He has multiple times required my personal intervention in times of crisis to calm him sufficiently that he is no longer a danger to himself, others, or his environment. I worry because I cannot be available at all times.
VI. I’m becoming concerned that he has developed an
VII. I’m worried he’s too attached to certain staff
VIII. I may need to step down as his point of contact if   beca
IX. I would like to suggest a higher level of care where Amadeo’s emotional needs can be met safely

I have attached documentation from his home therapist and psychiatrist as well as relevant highlights from his medical record regarding prior psychiatric treatment and hospitalization. I have also included a few links to the teacher portal where you can see recent trends in his grades as well as my notes from homeroom. If you feel there are any relevant documents I have overlooked please send them my way along with a list of any points you’d like to address at the upcoming meeting. I appreciate the help with Amadeo. Call me if you want to discuss things out loud. You have my numbers, but just because I know how chaotic things can be this time of year it’s (707) 436-5109 extension 7 during school hours or (707) 632-6638 for my cell. CCing Olivia and Aaron. Best to get the whole team on the same page. We can fill in his foster placement once we get the scheduling details worked out.

Looking forward to a chat,
Marius de Romanus

Chapter Text

5/15/16 1:45 PM

Test Help
From: [email protected]
To: [email protected]

Hi, I want to request someone to look over my outline for my final composition paper. Is this the right place to ask? I attached the paper.

5/15/16 1:47 PM

Academic Counseling Options
From: [email protected]
To: [email protected]

At 5/14/16 1:45 PM [email protected] sent:

Hi, I want to request someone to look over my outline for my final composition paper. Is this the right place to ask? I attached the paper.

At 5/14/16 1:47 [email protected] sent an automated response:

Hello ACMS student,
Please use the student portal to access year round and seasonal counseling services. For special circumstances or emergency counseling needs please reach out to your academic point of contact. This is usually your homeroom teacher.

Student Portal Login
Academic Counseling Services (ACMS)
Social and Emotional Counseling Services (ACMS)
Finals Preparation Month Advice and Special Upcoming Events (NVUSD)
How to Email a Teacher Directly
How to Find your APOC

Chapter Text

Student Name: Amadeo       Student ID #:15351973       Grade: 9       Academic Point of Contact: Marius de Romanus

Special Notes:

Repeat PE required over the summer or next year.
Provided you performed well on your final exam it should not be necessary to repeat Freshman English.
It is also similarly possible that you have improved your Biology grade.
Do try not to get discouraged over a few percentages. I, like many teachers, simply do not hand out 100% grades. Your performance this semester was excellent. –– De Romanus

Chapter Text

[Image Description: Image 1/6. A digital mock up of a yearbook cover. The background is marbled blue and green and centered on the page is the name of the school, and the years. Text on the page is in a bold serif font and reads as follows. “American Canyon Magnet School for the Arts”, then below that “student yearbook” which is in small caps and below that “2015-2016”.]

[Image description: Image 2/6. A digital image of a photograph and caption under it. The photo is of four teenage boys posing under a large sculpture which is partially out of frame but which clearly forms text. Further in the background is a brick wall with wide double doors. On the left is a black student with a curly mid taper haircut. Beside him is white student with shoulder length bond hair, who is the tallest of the four. Next to the right is a south east asian student with long loose dark curls and after him stands another white student with short dark hair. The caption identifies them as Louis, Lestat, Amadeo, and Daniel. Louis has his right hand in his pocket and his left around Lestat’s waist. Lestat has one arm thrown over Louis’ shoulder and the other around Amadeo’s neck. Amadeo and Daniel are linked at the elbow. Caption text under the photo reads: “Louis (Junior, photography) and Lestat (Senior, theater) pose with Amadeo (Freshman, painting) and Daniel (Junior, non-fiction) in front of the school. What a diversity of talent! Photo credit: Mr. de Romanus]

[Image description: Image 3/6. A digital image of a photograph and a caption under it. The photo is of crowded classroom with furniture pushed to the sides and students mingling in the middle. In the background Amadeo leans against the teacher’s desk next to a blond adult man. The man is smiling and has one hand reached out and resting on Amadeo’s upper arm. Amadeo is also smiling. Caption text under the photo reads: “Mr. de Romanus’ Intro to World History class celebrates the Roman tradition of Saturnalia. Photo credit: Louis de Pointe du Lac.”]

[Image description: Image 4/6. A digital image of a photograph and a caption under it. The photo is taken from behind and shows Louis and Amadeo leaning over a desktop computer screen. Louis’ hand is hovering over Amadeo’s lower back but not touching him. Amadeo is leaning close to the screen and has both hands on the desk. Caption text under the photo reads: “A student volunteer helps with a tech issue in the Special Education Language Arts classroom. Photo credit Daniel Molloy.”]

[Image description: Image 5/6. A low quality photograph of a page from a yearbook. There is glare coming off the glossy paper and the pictures and text are slightly obscured near the spine of the book. There are a few small pictures and in the middle one large picture takes up most of the page. The picture is of Lestat dressed in a late 1700’s French costume, wearing a liberty cap. He is pretending to ride a children’s horse toy, the kind made of a wooden broom handle and a plush horse head. He has one arm thrown up in the air and the other holding the broom handle. In the background Amadeo is sitting cross legged and painting details onto a set piece. There are devil horns drawn onto Lestat’s head with a pink marker as well as a pitchfork drawn into his raised hand. The printed caption text beneath the photo reads: “Lestat rehearses for Theatre des Vampires. Photo credit: Louis de Pointe du Lac.” After that “and Amadeo makes the sets.” Is written by hand with the same marker used to add the drawings.]

[Image description: Image 6/6. A low quality photograph of the signatures page from a yearbook. There are a few signatures and notes scattered across the page. “I’m glad I met you. If they let you have visitors in that place you live I’ll come around over the summer and show you some good selfie tricks since you’ve got a phone now. —LDPDL” Is written in tidy cursive with green fine point sharpie. Another message reads “I will write you from college mon trésor and we will be proper pen pals with real letters. 858-924-0180 –– you could not forget me if you tried!” the handwriting is a loopy script barely legible when written with broad pink marker. there is a heart drawn after the phone number. In the middle right someone has written in a clear all capitals print “(707) 632-6638 The phone is paid through the year. I look forward to seeing you again as soon as our schedules allow.” Another message is written in sloppy print with blue ballpoint. It reads “Enjoy your summer. Or don’t I guess if thats not “on the schedule”. Seriously though send a carrier pigeon or like a trained rat or something and I’ll spring you any time. –– My Name’s Not Danny!” The only other message aside from single signatures is signed by Riccardo and says “see you at home Deo, told you school wouldn’t be so hard.” There is a small neat heart drawn before and after the message.]