Belinda Trombley Reflection Discipline: When Multiple/Chronic Students Disrupt the Learning Environment Ed. Ld.

671 April 21, 2012

The focus of my practicum reflection was shadowing an administrator, which led to the observation and attendance of a multiple/chronic student hearing for.

This practicum experience focused on core competencies I. Instructional management for the success of all learners covering sub competencies- 5. Demonstrate the ability to implement alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications. This competency focused on this core competency because when an administrator facilitates a multiple chronic hearing, they identify the problem, identify what the school has done to implement strategies and interventions and when those things have failed, determine how FAPE will be delivered. This practicum also focused on L. Judgment and Problem Analysis, specifically sub competency 1. Identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions. This competency was covered because the administrators initial point of contact with the student was to analyze the severity of the students school conduct and gather information from the team and determine if there was a need to move the student to an alternative placement or remove the student from the district, and communicate that to the eighth grade team. This also covered Competency C. diversity leadership,

specifically sub competency 1. Demonstrate an understanding and recognition of the significance of diversity and respond to the needs of diverse learners. The administrator

in this situation dealt with the Latino community from the time issues started with the student, the Latino liaison was involved. This shows she was responding and addressing the needs of a student with diverse needs. The administrator was also addressing M. Safety and Security sub competency 1. Demonstrate the ability to develop and implement policies and procedures for safe and secure educational environments. The student in this situation was causing an unsafe environment for students by fighting and the administrators took action to have him removed from the building.

My experience started on the morning of February 19, 2012. I was attending the 8 th grade level meeting that morning and was hearing the team speak of the interventions they had implemented, and spoke of gathering assignments for a Latino student. Mary K. Roberts, the 8th grade administrator, described her need of gathering information for the multiple/chronic hearing she would be attending that afternoon. I later stopped by her office and asked if I could attend because I thought it would be a great experience for me from a general education perspective as I have a lot of experience involving manifestation determination meetings for special education; in which the behavior is typically a manifestation of the students disability. She said she would love for me to attend and gave me a little background information. The student was a Hispanic male in 8th grade with multiple referrals most often from fights, truancy and disorderly conduct. District 281 identifies a multiple chronic as: A student who accumulates multiple referrals to administration for behavior incidents may be disciplined up to and including expulsion based on the students overall record. Warning letters will be sent and a parent conference will be offered prior to recommendation for expulsion. Disciplinary action may be taken under this provision in addition to disciplinary consequences imposed for individual violations of other

provisions of the policy. (Students Rights, Opportunities and Responsibilities and Discipline Policy- A handbook for students and families. 2011-2012)

The meeting was held at Robbinsdale ESC at 3:00 pm. Administrator Roberts introduced me to the Multiple/Chronic hearing officer appointed last year by Aldo Sicoli. He was a former principal and superintendent who came out of retirement to help out our superintendent. It was easy to see why he was appointed. He has experience, a

comfortable presence, and appears to love students.

Our district interpreter/Spanish

liaison arrived. We waited for a while, as the family did not seem to be showing up. The Hearing Officer said, It is actually a common occurrence to have to set up multiple meetings and eventually make a decision without their input and mail out the information. The family arrived 25 minutes late. The hearing officer passed out the agenda. Introductions were made. I described the behaviors of the student, the

interventions implemented, and the impact the student was having on other students learning and safety in the building. The student appeared happy to see Ms. Roberts, it was apparent to me that she had a relationship built with this student. Our district hearing officer described the two options to the family, You can sign the alternative, unilateral, 60-day placement and stay in the district, or you will be expelled from the district for a year, in which case you need to find your own school to attend. Through tears and discussion amongst the family and student, they signed the unilateral 60-day placement, as the consequence was doubled as this was his 2nd unilateral placement.

A key learning for me was the fact that an administrator must be prepared with data to support their decision. Another learning was keeping the lines of communication open

and clear by having the interpreter and Latino liason involved. Another was in keeping the building safe and making the difficult decision to remove a student for the safety of many other students.

This course, Intro to Educational Leadership, provided an overview of the many leadership styles of different leaders identifying their strengths and weaknesses, and how those strengths can work in different situations and how to surround yourself with people that can support your weakness. It also provides us with an overview of the different types of tasks that we will be involved in, and that we are responsible to morally and ethically complete those tasks. This situation showed Administrator Roberts in a position where her strength was used in dealing with sensitive issues. It was clear that she had a vested interest in the student and was hopeful that the student would choose to remain in the district.

According to our class text book, School Leadership and Administration: Important Concepts, Case Studies & Simulations,(9th edition), by Richard Gorton and Judy A. Alston, 2012, The ability to make effective decisions is vital to the successful performance of a school administrator. This practicum is clearly connected to our classroom literature, as Administrator Roberts had to make an effective decision resulting in the safety and security of the building, and also providing a Free and Appropriate Public Education. She had to gather information regarding the student, and implement the consequence in a sensitive way with the appropriate people at the table. Disruptive student behaviors interfere with both instruction and learning. In addition,

school officials have a responsibility to provide an environment that is both physically and emotionally safe for students. As a result of these matters, school personnel spend a great deal of time and resources handling student discipline issues (Putnam, Luiselli, Handler, & Jefferson, 2003). Administrator Roberts was clearly concerned and frustrated with the negative impact this student was having on instruction and learning. This is a common theme among administrators Student discipline is a frustrating problem for school officials. In response, schools are increasingly establishing stringent rules for student behavior, as well as increasing the severity of the consequences for breaking these rules (Simonsen, Sugai, & Negron, 2008). This helped improve my current understanding of educational leadership because it came from a general education perspective. I now have a better understanding of the process when a student does not have the protection of the special education umbrella. It gave me a better idea of the protection that special education provides students with identified behavioral needs. frequently. Students on my caseload would be kicked out of school more

It also showed me the importance of my manifestation determination

meetings and how important my job is in making connections to the disability when they are present. I feel that discipline will be an area of strength because of the frequency in which I deal with behaviors such as the ones that this student displayed.

References Gorton, R., & Alston, J. (2012). School leadership and administration: important concepts, case studies, & simulations. (9 ed., p. 31). New York: McGraw-Hill.

Putnam, R. F., Luiselli, J. K., Handler, M. W., & Jefferson, G. L. (2003). Evaluating student discipline practices in a public school through behavioral assessment of office referrals. Behavior Modification, 27, 505-523. doi: 10.1177/0145445503255569 Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide positive behavior supports: Primary systems and practices. TEACHING Exceptional Children, 40(6), 32-40. Retrieved from http://www.cec.sped.org/ScriptContent/Orders/OrderSearchResults.cfm?section=CEC_ Store&contentarea=Journal:%20TEACHING%20Exceptional%20Children Students Rights, Opportunities and Responsibilities and Discipline Policy- A handbook for students and families. (2011-2012).