Be brave enough to start a conversation
that matters.
Safe Pass
- Safe Pass is a Tier III support offered to students that receive excessive referrals and determined by administration.. Safe Pass is a verbal request (initiated by the student or the teacher-communication is made by the teacher sending the student to the safe pass teacher) that allows a student to go to a teacher for a 10 minute regrouping conversation and debrief time. The goal is minimal loss of instruction time while the class continues without interruption. The student chooses a teacher he/she have a positive, safe relationship with. When safe pass is used, a series of questions is asked that should refocus the student so they can return to class. Safe pass teachers are to fill out an electronic form for data collection. Safe pass is not an earned privilege; it is a protocol to avoid conflict in YOUR classroom and to help maintain a positive learning environment for ALL students (and you) involved. It is different than a student asking to Take a Break, work in another classroom because they are caught up on work, purchase a snack, etc
Take a Break Pass
- Take A Break Pass is a support provided for all tier level students. Take a Break is a teacher or student initiated use of a pass to take a 3-5 minute break. The teacher chooses the time limit to synchronize with classroom activities and instruction so minimal instruction time is lost, if any. Students may be given a specific destination, route, or a teacher to simply show the pass to. In some cases, communication is reported for check in/”fly by” time for accountability. This break time allows instruction to continue while the student reflects on behaviors and allows think time to refocus.
Admin Pass Protocol
- Student arrives with pink Admin pass.
- Start 10 minutes timer
- Start 10 minutes timer
- Ask student if they understand what the Admin pass
- If not, tell them that this pass tells me that there was some issue in your class.
- The teacher has tried some strategies to resolve the situation, but it has not worked.
- This pass gives you 10 minutes to get out of the situation so it didn’t escalate and it also gives the teacher 10 minutes to calm themselves as well.
- Is there anything I can do to help the situation or do you just need this time to get refocused?
- If not, tell them that this pass tells me that there was some issue in your class.
- Last chance
- At this point it is a minor referral to document the situation. However, when you return, if there is one more issue, you will be sent back and it will become a major referral. This puts the ball in your court. I hope you make a good decision.
- At this point it is a minor referral to document the situation. However, when you return, if there is one more issue, you will be sent back and it will become a major referral. This puts the ball in your court. I hope you make a good decision.
- Timer
- When timer goes off. Give them a word of encouragement and send them back.
- Document on the Admin spreadsheet so teachers can see what time the student got there and what time they left the office.
- When timer goes off. Give them a word of encouragement and send them back.
Resources:
Click on the button below to access the following website resources.
Our days are happier when we give people a bit of our heart rather than a piece of our mind.
Conversation starters to help address negative student behavior:
- “Recently, I’ve noticed that_____is _____. This is a concern because…”
- “I care about _____and I want him/her to be successful in our classroom.”
- “What could we do to help_______be successful in class?”
- “Have you noticed this behavior before? What has worked for you?”
- “_____ is so great at ____. His/her strengths are _____. Lately, though, I am seeing a pattern…”
- “Unfortunately, because of his/her behavior, he/she will need to_____. I know this will help him/her make more positive choices in our room.”
Things to consider when contacting parents:
- Begin with the end in mind. Know what you hope to accomplish from the contact.
- Introduce yourself and how/when you work with their child.
- State something positive about the student.
- Check your tone (voice & written): is it positive?
- State your concern. Support your statement with facts not feelings. “This is what ______has been doing in class. It is not okay for this behavior to occur.”
- Be brief & specific with your concern. Give the parent information not opinions.
- Ask the parent for his/her thoughts about the concern. “What are your thoughts on this situation?”
- Ask questions to clarify any misunderstandings. “So what I think I’m hearing you say is….? Is this correct?”
- Acknowledge that you have heard the parent. “Yes, I hear what you are saying. I understand….”
- Be proactive-create a plan for success TOGETHER. (If parent is resistant, begin to move forward with positive ideas of how you plan to help the student.)
- Do your best to remain neutral with your emotions. Keep your focus on the goal: to help the student be successful and thrive in your classroom.
- PROBLEM SOLVE: If the conversation is turning sour, do your best to bring it back to a problem solving mindset. “This is what I plan on trying with_____.”
- Thank the parent for their time and support. “Thank you for your support with this matter….”
- Call or email the parent when you notice behavior IMPROVEMENT. Making an extra effort to deliver positive news will help the relationship in the long run!