Luke was very willing to get his jacket and backpack on for his first day of PreK. He's familiar with the campus as we take him there often to play in the playgrounds. He remembered his classroom from our orientation visit on the 22nd. He recognized his 1:1, Stacey, and was very happy to stay with her when we had to leave. Paul, Tim and I all got to take him for his first day, and Tim was very happy to have his brother at his school with him.
Luke's second day of school was even better. He seemed to know where we were as soon as we turned up the long drive to the school. When we parked, Jack arrived, and the three boys ran and skipped up the hill to the buildings. Luke couldn't decide if he wanted to be with his brother or me and ran back and forth between us, oozing excitement. Luke and I dropped Tim off at his morning area and made our way to The Village and his classroom. We passed several of my friends who know Luke and all them commented on how happy he seemed. Stacey greeted us and he ran into the classroom to play while she and I chatted. He came back when I waved good-bye and gave me a big hug and a "Bye-bye. See you soon." before taking Stacey's hand and going back into class.
Luke had only 1/2 day on Thursday and Friday, but Stacey stayed with him at school Friday afternoon to bond and get to know him. When we met at 3:30, she told me some things that make Paul and I feel the best we've felt about his situation since we moved here. On day two, he is already beginning to settle in to the routines and understand the boundaries. Thursday afternoon, Stacey and his teacher Janet Bradshaw spent over an hour reading through the progress book that Luke's nursery made during his time there and discussing plans for how to meet Luke's needs and challenge him. Stacey told me that she's fallen in love with Luke. She looked through the ABA things that we were doing with him and understands just from the data where we are and how to move forward, which she will do as soon as she feels that he has mastered the routines of the classroom.
Our situation for Luke is not perfect here, but is as close to ideal as we can get and both Paul and I feel, at last, that Luke is going to get what he needs and deserves.
