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Kemp Mill Elementary School 411 Sisson Street, Silver Spring, MD 20902

301.,649-8046
July 19,2010

MEMORAt"'IDUM
To:

Ms. Ann Kamenstein, Coordinator

Department of Performance Evaluation and Compliance

From: Subject:

Floyd Starnes, Principal Addressing Questions

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With regard to taking students into time-out spaces: When I was first training as.an assistant principal at Broad Acres ES under Jody Leleck as principal and Catherine Jasperse as principal intern, We had a few students who were consistently demonstrating behavior that was dangerous to themselves or others. These students were going into tantrums on a regular basis, hitting, kicking, and throwing things. With Ms. Jasperse's experience with programs for students with emotional disabilities and Ms. Leleck's wealth of administrative experience, we decided to locate a safe location away from other students where they could have privacy and eventually calm down. We used a small room that was used for small group/individual instruction such as speech therapy. We rarely had to use this strategy and we found it highly effective in extinguishing dangerous, out-of-control behaviors. On a few occasions (4-6), we have used a similar strategy at Kemp Mill Elementary. I, my AP, and/or my counselor used this time-out strategy when students have demonstrated behaviors that were dangerous to themselves or others. TIlls strategy .mvolved removing a student to the teacher phone room. which is a quiet location that provided time for them to calm down. TIlls teacher phone room has a window in the door and is located in a well traveled section of the main office. Once the student was escorted into this room an adult stayed with them in the room. The adult would usually sit in a chair with their back to the closed door, while supporting the student in-regaiging control. The adult would remain with the student until they were calm, and then engage the student in problem-solving which included determining what happened, asking how the student felt about what happened, and discussing what choices the student could make the next time helshe was faced with a similar situation. TIlls strategy worked successfully and avoided an escalation of the behavior and the need for physical restraint of the student. '
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4014 EXHIBIT 16