President's Message

Dr. Nancy J. Lavelle, Founder and President

Taking Charge in Action

Will my Child's Challenging Behavior Ever End? 

Do you ever find yourself wondering, "will the crises related to my child's challenging behavior(s) ever end?"  

The answer to this question may depend on your own perspective.  When we view crises or behavioral "breakdowns" as entirely negative, we often pursue a negative course of action in response and feel increasingly at the mercy of the "problem."  What might happen if you reframed your idea of crisis from a "danger" (problem) to that of an "opportunity" (potential for learning and growth)?  How might your perception of the situation change?  How might we use the difficult situation to make different choices in the future?   

Idea:
When you are confronted with behavioral "breakdowns," try identifying the hidden assumptions (both yours and/or your child's) that may have contributed to the "breakdown."  Take a minute and think about any assumptions you might have made.  Initiate a dialogue with your child to assist in identifying his or her assumptions; and, open yourself to really hearing your child's perspective.  Share your assumptions.  As clarity emerges, the opportunity to discuss constructive options for the future increases. 

Remember:
Crises (or behavioral breakdowns) can be an opportunity for growth and the deepening of communication.

Capitalizing on Opportunity 

One of the cornerstone philosophies of Taking Charge™ is the idea that in order to grow and mature, we must be observers.  The notion of being an observer actually has a great deal of depth.  There is a concept in Taking Charge™ about being a learner and starting to SEE that we all make assumptions about ourselves and others.  If we start to SEE our own selves as capable of change, we start to be open to the idea that there are more possibilities than we originally believed.  In the introduction to the Taking Charge™ course, Dr. Nancy Lavelle wrote, "We begin to see that we do have choices, and at that point we begin to take responsibility for the choices we make in life.  We take charge!" (2008).
 
So how does this Taking Charge™ approach work in real life?
 
Just recently I was sitting at my desk asking my computer why the Excel document I was working with would not cooperate with me (maybe you have had this experience?). During this time, a student was working quietly in my office, saw my frustration, and came over.  He asked if he could check something, and within seconds had the Excel document changed exactly the way I wanted.  This led to a conversation about the reason I was creating these templates and how they would be used to assist high school students in evaluating their progress towards a diploma.
 
Although the Excel charts were not in themselves horribly difficult; they required an understanding of the program as well as an understanding of the idea that we serve students from over 20 districts and each district has different graduation requirements.  Because it is hard for teachers and students to keep all the different requirements in order, we had the idea to create a unique template for each district.  The task also required that someone be able to analyze each district's criteria and make changes to each template to match.
 
This student asked if he could assist with this process.  We walked through the first template together; and then, I gave him permission to continue on to create the other templates.  It took a couple of days, but the student finished all of the templates and had the satisfaction of really participating in and seeing a task completed.
 
The most interesting part of this process was that this one simple action - a student asking if I needed help- led into a long conversation about how this students' skills, strengths, and possible jobs that could use those skills.  This student was able to see how this strength and computer "savvy-ness" could be used in a variety of ways and careers.  His inquiry, in essence, was a step in "taking charge" of his future.  

Reference: 

Lavelle, N. J., 2003. Taking charge for teachers: linguistic coaching for at-risk learners.  South Pasadena, CA: Nancy J. Lavelle, Ph.D.   

Do you have a "Taking Charge" story to share?  If so, please

e-mail Rachel at rsouthard@almansor.org.  

Early Education

By Linda Davies, Early Education Director

Beginning in February, Monday mornings have provided a wonderful opportunity for our two-year-olds to visit with bunnies from Danny's Farm (a nonprofit organization focused on offering a safe, peaceful, and loving environment for children and adults with developmental disabilities). This unique "bunny visitation program" has been a huge success!  

Community Outreach

A Reflection: Passion and Rapport, the Keys to Successful Outcomes
By Margarita Chong, Lead PKIT Provider
 
Life is about realizations. When beginning my career in the special education field, I quickly realized that I had a passion for making a difference in the lives of children with special needs.  As a Preschool Kindergarten Itinerant Teacher (PKIT) in the Community Outreach Department of the Institute for the Redesign of Learning/Almansor Center, I have the ability to help children meet their Individualized Education Program (IEP) goals in a Head Start classroom environment. 

Since beginning with IRL/Almansor, I have learned that it is crucial for me to facilitate positive interactions and build a good rapport with the parents, teachers, and anyone else involved with the children I work with, and or course, with the children themselves. This can be challenging at times, especially with a large caseload, which is why it is important to understand each individual's role in the child's life.  Understanding everyone's role and goals makes it easier to keep an open mind, while still applying my education/training and incorporating my own values and opinions.  

When the complexity of cultural differences is also brought into play, the ability to do this can become even more challenging, as myself and my follow PKIT providers have come to realize.  By employing active listening skills (making a conscious effort to hear and understand what others are saying), it becomes easier to overcome communication barriers and listen without judgment and in the end, to work together in identifying the best possible solution.

In doing this, it is important to understand that it is possible to provide alternate solutions to a situation and a variety of positive outcomes can be identified.  Above all, it is important for all involved parties to stay focused on the common goal and be open to collaboration.  This "Taking Charge" approach to IRL/Almansor's Community Outreach program continues to be one of the many reasons the program has a positive and lasting impact on those it serves.    

This realization has not only had a profound impact on my job performance and passion to help the students I work with achieve success; it has also had great effect in my own life.  I've come to realize that it is important to actively listen not only at work, but in the community, and in my own home.  I challenge each of you to actively listen, to be open to collaboration, and to "Take Charge" in making your personal and professional relationships a success.     

Fat crayon sets
Colored construction paper
Glue Sticks
Scissors with rounded tips
Story books for 3-5 year olds
Learning toys (food play, toy blocks, toy cars, dolls, etc.)
Achievement stickers
CD player with microphone for language exercises

Specialty Day School for

Students with Autism

1. Analyze the unique roles and responsibilities of one of the three branches of government as established by the U.S. Constitution.
2. Research and write a biography on one past President.
3. Collaborate to create a list of qualities that made each President successful or not successful.
4. Read and understand Article II of the U.S. Constitution.
    

Throughout the unit, students were also tasked with answering the following questions: 

• What qualities make a good President?
• What powers does the President have?
• What duties and responsibilities does the President have?
• Why is it important to have a President lead us?
• Who can be President?
• How is the President chosen?
• What might lead to disqualification of the President?

In addition to their accomplishments in the Oval Office, little known facts about past Presidents were uncovered.  Do you want to know which President was a cheerleader?  Which President died just 16 months after being elected? Or, which President switched from Democrat to Republican?  Just ask the Almansor Academy Scholars of Room 16! 

Almansor Academy

Almansor Successfully Completes California State Review
By Lori Andrews, Education Director 
  

Think back to the last school you attended, was it certified?  For that matter, you may be wondering, what is certification when it comes to an educational institution? 

Certification is not a new concept in the field of education; but, is something that has become continually more important.  The concept of certification is quite simple: certification ensures that a school has met or exceeded established standards for academics and reporting, including, but not limited to, good planning processes; student, parent, and community involvement; and, identifying measurable/reportable goals it works to reach. 

From a student/parent perspective, a diploma is worth nothing if it comes from a school that is not accredited by an agency, which is why Almansor continues to maintain its accreditation.
 
For years, the Almansor Academy has been certified by the California Department of Education, meaning it follows all of the rules and regulations set forth by the State, and that it meets every part of the law with regard to educating children from pre-school through grade 12+.
 
The certification site-visit process takes place every three years, and following our recent evaluation held February 8-10, we are happy to report Almansor has met or exceeded all state standards, and is officially re-certified!
 
We are grateful to our leaders, staff, and support staff (maintenance crew, bus drivers, and office staff) for their continued hard work in ensuring Almansor maintains its position as a leader in special education!  The Almansor Academy looks forward to continuing its mission of empowering the at-risk individuals we serve to take charge of their own learning and become competent, caring, and contributing members of the communities in which they reside.     

Public Hearings on LAUSDs Compliance with Special Education Laws to Be Held April 23

Parents of children with IEPs and all other members of the LAUSD community are invited to provide comments to Mr. Frederick Weintraub, the court appointed Independent Monitor, Monday, April 23 from 9-11 a.m. and/or from 5-7 p.m. at LAUSD's Annual Public Hearings on LAUSD's Compliance with Special Education Laws. 

Parents/guardians wishing to speak will each be provided three minutes to share their ideas and/or comments.  Interpreters, refreshments, and parking validation will be provided. 

The event will be held in the LAUSD Beuadry Building Board Room located at 333 South Beaudry Ave. in Los Angeles.  Note: LAUSD visitor parking is located at the Visconti apartment building at 1221 W. 3rd Street.  Please enter through the eastern-most entrance on Miramar Street.

If you would like to comment, but are unable to attend the hearings, written remarks may be sent to:  

Office of the Independent Monitor
18th Floor
333 South Beaudry Ave.
Los Angeles, CA 90017

For more information, visit www.oimla.com or call (213) 241-1797.

Students Reach New Levels of Success with Almansor's Vocational Magnet Program

By Katherine Davis, Lead Teacher, Room 4

As April begins, so does the third month of the Almansor Academy Vocational Magnet Program! And as with any new program, there was an adjustment period for our students and staff; but now, everyone is happy to report they are adjusting well and embracing the new schedule and curriculum with eager excitement.  Additionally, teachers are pleased to report that attendance and participation in the magnet classes are both on the rise. Students are demonstrating greater enthusiasm for their classes and increased readiness to participate in group activities.

The new Vocational Magnet Program has facilitated growth in the comfort level of students in trying new things by helping them develop relevant skills needed to achieve success both in school and in life. Students are acknowledging and accepting new expectations, such as frequent transitions to new areas on campus, and following more rigorous, vocational-style schedules. The students are also experiencing a higher level of accountability for their behavior as they are exposed to work site situations and expectations.

These higher expectations and growth opportunities has had an outstanding impact on students and their aspirations for future successes. Many are independently monitoring their schedules and want to be on time for their vocational course. The students also demonstrate a huge amount of pride in the work they produce. Whether it is the gardening program showcasing the flowers they are growing; the micro-business program selling their student-made pins, or our resident chefs of the culinary program selling their Friday treats--the students beam with pride as they discuss their work.

Almansor Academy Wish List

Gardening tools (gloves, small hand tools, etc.)
Kitchen utensils, measuring cups, mixing bowls, small appliances, etc.
Laundry baskets, soap, dryer sheets, etc.
Environmentally tolerant baby plants
DVD players
Art supplies (brushes, beads, acrylic paint, watercolor paint, pastels, chalk, etc.)
Frames for artwork
Sporting equipment (softballs, softball gloves, soccer balls, gym balls, bym mats, weights, jump ropes, etc.)
Music stands
Musical instruments (guitars, bass, drum equipment)
  

Transition and Adult Services

TAS Presentation of "Hang on Sloopy" Coming Soon! 
By George Gonzales, TAS Interim Supervisor

This coming June, clients of Almansor's Transition and Adult Services (TAS) Drama Club will be presenting its version of "Hang On Sloopy," debuting the acting talents of 28 clients, under the direction of fellow-program participants, Georgina H., Darrell S., and George G*.  TAS's version of the short drama will bring viewers through the highs, lows, and challenges presented in the life of a young women during her journey of finding her "special guy."  According to director Georgina H., "the moral of the story is that jealousy and vengeance are dangerous virtues to embrace.  They can provoke the darkness that hides in our souls that we did not know existed.  So allow your heart to remain pure and weightless, and rejoice in the happiness of each other."  
 

The purpose behind starting the TAS Drama Club is to give clients the opportunity to develop self-confidence and the ability of express themselves freely, in addition to providing them an avenue to release their emotions (fear, happiness, sorrow, and more) in a healthy manner.  Through the drama club, TAS staff hope to challenge the clients artistically; and more importantly, to have fun while bettering their public speaking skills. 

Each play selected by the program is designed to project a life lesson to carry over into their own lives that will help participants further become competent, caring, and contributing members of our society.  Additionally, the program strives to help participants better understand the world around them and to have the confidence to advocate on behalf of themselves and others with exceptional abilities.

The TAS Drama Club would like to extend a special "thank you" to the AKTION Club for their behind the scenes efforts in making the production a success.

Due to space limitations, the production will be filmed and you are invited to join us at the film's debut in June.  If you'd like to be informed when the production will officially be aired, please contact Rachel at rsouthard@almansor.org.

*Confidentiality guidelines prevent us disclosing the full names of clients, but we want to ensure they receive credit for their hard work and dedication to the production.  To view a complete list of talent, click here.
 

In Need of a Reliable and Friendly Cleaning Crew? Look No Further than Almansor's Janitorial Enclaves

By Mirian Olmedo, TAS Supervisor

For more than a decade, Almansor's Janitorial Enclaves have provided cleaning services to all of the Almansor campuses, program buildings, and was recently hired by the South Pasadena Women's Club, expanding the program's reach in the community.  Both Almansor and Women's Club staff report looking forward to seeing the crews each week; not only do they provide exemplary service, they do so with friendly smiles.  As part of the TAS Supported Employment Habilitation Program, each Janitorial Enclave is comprised of three TAS clients and a job coach who provides oversight, instruction, and quality assurance. 
 

TAS's "Habilitation Program" provides various training avenues for clients that are designed as employment and vocational life skills training programs intended to provide job training opportunities to individuals with developmental disabilities who are eager to earn an income and to gain financial independence.   In addition to building employment skills, the program serves as a stepping stone for future employment opportunities within each client's own community.   Once clients have developed group employment skills, they transition to what is known as Individual Placement.  The transition from training to employment is vital in order for clients to live more productive and independent lives, and to become contributing members of society.  

  
If you are interested in learning more about our Janitorial Enclaves or to inquire about our other training programs, please contact Mirian Olmedo at molmedo@almansor.org or by calling (323)341-5632
 

TAS Wears Red in Support of Healthy Heart Awareness Day
By Ada Zumaya, TAS Administrative Assistant
 

According to the Center for Disease Control's 2008 study, obesity rates for adults with disabilities are 58% higher than for adults without disabilities.  This is just one of many reasons why Almansor's Transition and Adult Services program is focused on educating its clients on the benefits of a healthy diet and exercise program. 
 

To support this concept, on February 3rd, TAS staff and clients joined the movement for "Healthy Heart Awareness Day."  Throughout the day, TAS staff and clients wore red and programming and conversation revolved around what factors contribute to a healthy heart.  When asked what having a healthy heart means to him, TAS client James K. responded, "A healthy heart means keeping healthy, running, and exercising." Staff went on to explain that while James's definition is 100% correct, there are many other ways to be active!  Activities such as gardening, walking, dancing, and just moving in general were also ways to promote a healthy lifestyle.  Even though this is something that TAS incorporates in many of our daily activities, we emphasized the importance of the heart on this special day.

Include photo
 

TAS Wish List

New refrigerator(s)
Stove(s)
Stationary exercise bikes
Commercial vacuums
New desks/book cases
Kitchen Cabinets

Social Responsibility

Disaster Preparedness

By Raul Martinez, Operations Manager

On the morning of December 12, 2011 many residents in the San Gabriel Valley and surrounding communities woke to find that their neighborhoods had been severely damaged by an unusual high wind event. The high winds toppled thousands of trees and power lines, leaving many residents without power for several days.   In the hours and days after the wind storm, most people realized that they were truly unprepared for a natural disaster.   Although this wind storm brought a lot of destruction; it was really a minor disaster as compared to a major magnitude earthquake of 7.0 or greater.  

This windstorm served as a reminder for us to evaluate Almansor's disaster preparedness plan. In doing so, Almansor is pleased to announce that improvements have been made to our system; and we encourage you to do the same for your home and workplace.   There is no better time than now to establish a disaster preparedness plan for you and your family.   A great way to start is by visiting the Federal Emergency Management Agency's web site for tips on creating your own disaster preparedness plan. The site provides useful tips to help you and your family to be better prepared for a natural disaster. For more information, visit: https://www.ready.gov/natural-disasters

For employees: IRL's disaster preparedness plan is available on IRL Central. If you have not already done so, please take some time to read the plan and become familiar with its procedures. The safety of our students, clients, and employees is of the utmost importance. Being familiar with our plan and knowing what to do in the event of an emergency can make all the difference in the world. You are also encouraged to send your recommendations for improving our disaster preparedness plan to rmartinez@tesidea.com

Operations Wish List

42" LCD screen for training

Cart to transport screen

New or used golf cart for transporting equipment

Article Subtitle

This and That

Grants Received

The institute for the Redesign of Learning/Almansor Center would like to extend a heartfelt thank you to the following grantors for their support of the students and clients we serve:

LA84 Foundation-$5,000 for Almansor's A.M.A.S.E. League Basketball program and Adaptive Physical Education Program. 
  

Pasadena Foothills Association of Realtors (PFAR) Foundation-$3,000 for our new Vocational Magnet Program.

AT&T-$2,750 in support of the new Vocational Magnet Program.
 

Events 

March 8: Almansor's Human Resources department hosted its Second Annual Health and Lifestyle Expo in the Almansor Academy multi-purpose room.  Vendors from various health, fitness, and nutrition companies educated over eighty staff members about products and services designed optimize their overall health.
 

March 14: Years ago, parent members of Almansor's former parent advisory group expressed a desire to get out of the house on occasion for dinner with others who understood what it was like to have a child with special needs.  From this simple desire, Almansor's International Dinner was born!  Each year the students and families of the Almansor Academy gather in our multi-purpose room for food and entertainment.  Each family brings a dish unique to their own culture; and while everyone feasts, conversation is vibrant and the laughs are plentiful.     

March 22: The dedication and hard work of the Almansor staff is shown each and every day through their passion to help the students and clients we serve toachieve success.  While there is no question the staff works hard, on March 22, the Almansor Academy and TAS staff members were given the opportunity to play hard at the annual employee appreciation event!  With ample food, plenty of games, and countless laughs, staff members were able to relax and enjoy each other's company at the half-day event held at Alhambra Park. 

Employee Highlight

Jim Hartman, Almansor Academy Lead Teacher, Room 7