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SENT TO THE OFFICE? TAKE A NUMBER…

luanne_general[1]

When I was Behavior Consultant in my school district, one of my duties was to review the office referral data in all the schools. I noticed the administrators were overwhelmed with the number of students being sent to the office for disciplinary reasons. In one school, students were sent to the office for chewing gum or not having a pencil in class!

Goodness! I was amazed that the administrator had to deal will all kinds of behavior…chewing gum, having no pencil, horseplaying, name calling, bullying, cussing, fighting, etc. Because he had such high numbers of students to discipline, he spent approximately 2 minutes per student. He was simply reacting to the issues as he did not have time to effectively change behavior. This administrator had no time to help with curriculum or any other school issue. He managed student behavior ALL DAY! YUCK!

Following best practice and guidelines of Positive Behavior Instructional Support, Kentucky Center for Instructional Discipline and other proactive experts, I developed Levels of Behavior for our district.

Level 1 behaviors are minor behaviors that the teacher can handle in class. If a student is chewing gum, have him spit it out if it is against your school’s policy. Better yet, let him chew the gum. Chewing gum helps some students focus. If a student doesn’t have her materials, the teacher can loan her a pencil. Other minor Level 1 behaviors include: cheating, running in the hall, talking in class, off task, etc.

Let’s jump to Level III behaviors. They are severe behaviors. Level III behaviors are illegal acts, physically dangerous acts, or severe acts of defiance. Level III behaviors include: alcohol, drugs, vandalism, fighting, inciting violence, etc. The administrator is immediately involved. Often the School Resource Officer must also be involved. If the behavior is illegal, court involvement may follow.

Level II behaviors are the moderate behaviors. Office Referral paperwork is entered for future data analysis. The administrator talking directly with the child is optional. Whether or not the child sees the principal depends on the behavior. A third tardy may automatically have the consequence without the involvement of the principal. On the other hand, a student with an office referral for harassment/teasing/threatening should definitely speak to the principal.

By understanding the different levels of behavior, staff is better prepared to manage behavior. The administrator will now have the time to address Level II and Level III behaviors. The administrator can work with the student who has been disrLevels of Behaviorespectful to a teacher and who may have underlying issues which are causing stress. The administrator will also have time to work on long range goals for school improvement.

My Levels of Behavior can be downloaded for free. Use it to develop your own levels. Stop by next month, I’ll show you how to turn the levels of behavior into an office referral form.

About THE THREE SQUARE PEGS

Pegs with schoolhouse

One School Nurse + One Behavior Specialist + One School Psychologist =

The Untested ESSENTIALS of Learning

A square peg in a round hole is an idiomatic expression which describes the unusual individualist who could not fit into a niche of his or her society.[1] ^ Wallace, Irving. (1957) The Square Pegs: Some Americans Who Dared to be Different, p. 10.

Above found at http://en.wikipedia.org/wiki/Square_peg_in_a_round_hole

 Most employees of school districts are… [insert a drum roll here]…teachers.  And the customers of their expertise are the wonderful students who walk through the doors of their respective schools each day, ready to learn all the fascinating things teachers have prepared to teach.

[Insert the sound of screeching brakes] Hold on a minute!

What happens if a student walks through the doors of the school and is not 100% ready to learn? What if the student is not even 50% ready to learn? What if the student is hungry? Sleep deprived? Scared because yesterday another student threatened to beat him up? Worried because her mother’s boyfriend threw her mother around the kitchen last night? Angry because her family’s electricity was turned off the night before? Sad because his grandfather is dying? What if the student, himself, is sick? Or has a learning disability? Or has attention span issues? Or…well, you get the point.  The list of hypotheticals is endless.

In an average day in a classroom of 25 students, there are probably at least 5-6 students who have some sort of barrier that interferes with his or her ability to learn academics optimally.  That’s where we come in…The 3 Square Pegs. Our jobs are to provide support services to students, their families, and the teaching staff so that teachers are able to teach, and more importantly, students are able to maximize learning.

What can you expect from our blog? Our focus will be on the multitude of untested essentials that are required for learning to occur.  Head lice? Check. Classroom design? Check. Bully Prevention? Check. De-escalation strategies? Check. And on and on the list goes. These essentials will be in the form of a host of practices at the district, school, classroom, and individual student levels.  With our 60+ years of collective experience in helping teachers teach and students learn, we think we have something to offer.

We are blessed to work in a school district that has vision. To be a small, rural school district with approximately 2,600 students, having a Nurse Practitioner designated as the district’s Director of the Coordinated School Health Program, a School Psychologist functioning as a district-wide counselor to support our excellent guidance counselors, and a Behavior Consultant who is currently the Director of our Alternative Education Program, we consider ourselves rather unique.

Per the meaning of “A square peg in a round hole”, we are unusual individualists who do not fit into a niche of our society (aka, schools). Don’t confuse our “not fitting neatly into our educational society” as meaning that we are not wanted there or that we don’t want to be there! We are welcomed and appreciated by the educators with whom we have the privilege of working. We just happen to think differently in some respects. While we all want the best for our students, our focus is on the many foundational essentials required for learning to even be an option.  Teachers teach.  They are under tremendous pressure to improve achievement and adhere to new national standards. The three of us provide support services, direct and indirect, to our district’s excellent teachers and awesome students. The result? Students who, for the most part, come to school happy, healthy, and ready to learn.  Not BECAUSE of us, but with our help, these students achieve more academic, behavioral, and social/emotional success.

What can you expect in the days and weeks to come? The format of our blog, while it has the common thread of addressing barriers to learning, will shift as each of us take on the responsibility of writing one or two blog entries per week.