A STRUCTURED LEARNING APPROACH TO DISCIPLINE
Secondary Model
Mission: Provide an educational environment for student to receive assistance in regaining physical and emotional control following episodic misconduct. The goal of a student's temporary placement (time limited) in this program is to return the student to his or her class as he or she regains control of his or her behavior and can demonstrate adequately that control to the program's teacher.
Location: A classroom in the main building of the school. The program is not to be located a great distance from other classrooms, i.e., a portable building.
Layout: Attention carrels are to be used in conjunction with table or learning center options for students (4-6 students maximum).
Four Components of Program
1. Consultative Component - The teacher consults with any teacher that is presenting a student for services. The consultation is for the purposes of problem identification, analysis of teacher efforts with students in the classroom, planning for return, and finding the behavioral expectations that will have the teacher willing to reintegrate the student into the classroom.
2. Counseling Component - The teacher will counsel the student as to the relationship between very specific behaviors and consequential outcomes. The teacher will explore emotional barriers to acceptable behavior in the teacher's classroom and address these with supportive counseling and skills based interventions.
3. Intervention Component - The teacher will supplement counseling with affective education and social skills training. The student will be taught how to "read" potentially difficult situations that may result in teacher sanctions should the inappropriate social skill be used. The teacher will keep data as to intervention efforts and effectiveness of each, given the potential for recidivism. Interventions may be conducted in the classroom (program) or may be conducted in the student's classroom as a classwide intervention. Intervention activities are to be based in sound theories of learning and age appropriate reinforcement. The natural consequences of removal from the classroom and peers is the aversive outcome for a student. Related services continue during the program, classwork continues, and credit is given.
4. Transition Component - The teacher will transition the student to the classroom in the most timely manner possible. The teacher's needs will be central to the timing and method of return.
Support: Discrete Planned Interventionist (DPI), School Psychologist, and School Social Worker will provide support services on an as-needed basis.
The following table is a sample of the daily log sheet used in the SLC.
Structured Learning Center Log - In Sheet
Day/Date
| Time In |
Name |
Teacher |
Reason for Coming |
Parent Contact |
Detention |
Time Out |
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Pupil Appraisal Center
Lafourche Parish School Board