Week of March 11th...
LA Staff News
To do this week:
Still missing several of these--Mid-Year PDP is due in January. I believe you go into the NEE system, provide a narrative update, and submit it to me.
Monday: Mark and Christine at Restorative Practices Conference until 4:00
Moved to 6:30-- S.O.S staff training in kitchen (all staff required)
Peggy's PTA will bring a Mexican dinner for us!
Tuesday: Teacher of Year Luncheon at DAC--11-1
5:00 Parent S.O.S. Training--Cafeteria
Wednesday: Foundation Breakfast (starts at 7:30) Nick, Art
Thursday: MN at DLT in AM
2 hour early release (staff leaves with students)
Friday: 2 hour early release (staff leaves w students; let me know if you will be gone today)
Upcoming dates to note:
3/29: A4LE GRANT due (Innovative Learning Spaces)
4/1: MN presents LA at NSBA Conference
4/2: Juniors and Seniors who opt in can take the ACT at DAC
4/4: Seniors who opt in to WorkKeys go to Career Center in PM to take it
A little slice of randomness...
- Advisors: Please check with every senior to see if they are interested in the WorkKeys assessment. More info was in last week's newsletter.
- FYI: Robin will be out for a few weeks for surgery. Her sub is Garry Jones. We wish Robin a speedy recovery!
- Paul, Lori, Andrea, and I met with the music therapist this week. We all have really good feelings and are excited for this opportunity. Timeline = whenever LPS approves the permission slip AND we get them returned. They are happy to meet even if we only have three slips!
- You may see a posting for alternative education teacher. With Robin's retirement, this leaves a vacancy. The District is studying restorative practices and having "discipline" conversations as a whole. I expect within a year there will be some proposed changes to long-term suspension. Christine and I have been talking about this role and possible upcoming changes, and she has a vision for serving those students. I am excited that Christine wants to step into that position, and I'm certain she will do amazing things.
- Budget: My budget is due soon. If there is something in particular that you want me to account for, please let me know.
If our kids could only understand this...
Responding to Students Who Escalate
A Therapeutic Response to Reduce Resistance and Increase Compliance and Change
Our ultimate goal for responding to students with problem behavior is to help students change.
• Students who are troubled, frequently escalate, or make the problem worse, when adults intervene to stop the acting out.
• Adults often feel uncertain, rejected, angry and afraid. We can also feel as though we have failed in our work with troubled students.
• As our feelings are raised we can forget that we are there to provide a therapeutic response that can lead to change and get into a management mode.
Our approach can reduce resistance with students who typically escalate when redirected and provide a therapeutic and consistent response that students can trust and can lead to more lasting change.
• Voice tone and volume—Use a quiet speaking voice that sounds assured and confident
• Body Language and Proximity—Go to the student to keep other students from being between you and the student you are correcting, staying an arm’s length away. Stand, sit or stoop near the student staying at or below eye level.
• Initial confrontation of someone who is calm—Communicate clearly that what you are asking that may be hard for the student:
o I am going to ask you to do something that
▪ . . . may make you mad.
▪ . . . you may think is stupid.
▪ . . . you may think is unfair
o Can you let me help you so you don’t make the problem bigger and you do not have to be in trouble?
o Can you . . .
▪ . . . sit quietly even though you want to talk?
▪ . . . stay in your seat even though you want to sharpen your pencil?
▪ . . . come with me even though you think it is unfair?
• Intervention when the student is escalated and angry
o Communicate your intent
▪ I just want to help you get back on track
▪ I do not want to punish you.
▪ How can I help you turn this around?
▪ I know this is hard.
▪ I bet this feels unfair.
o Acknowledge something good…even though
▪ You are doing a great job of coming with me even though you are angry.
▪ You are doing a great job of sitting quietly even though you are mad and think I am unfair.
▪ You are doing a great job of following directions even though you think they are stupid.
o Provide clear directives for getting support and turning around the problem.
▪ I can help you if you will come with me.
▪ We can turn this around and minimize the problem if you come with me.
• If student is still upset and non-compliant
▪ I know this is hard.
▪ It is difficult to trust that we are on your side, but we are.
▪ It is hard to turn things around.
o Ask for ideas
▪ Is there a different adult who could help you more?
▪ Can you let me help you?
▪ Can you give me an idea to support you?
o Give one more chance for the student to turn it around.
▪ Can you come with me or will I need to call for (admin)?
▪ Can we work this out ourselves or would it help to call (admin)?