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My former school had a poverty rate of 80%, and discipline was out of control because emotional poverty was also high and not understood. After reading Emotional Poverty, I wrote a proposal to our central office to reallocate Title 1 funds so we could open a “turn-around room.” In the beginning of that first year, 70% of the students were sent to the room for “discipline”-related issues, while only 30% were there for sensory needs and to help regulate themselves. The entire staff reviewed Framework concepts and immediately began an intense study of Emotional Poverty with me. We kept track of all data, and by the end of the school year, only 30% were in the room for disciplinerelated issues. Thus, office referrals were cut by 70%. The presentation will include a video with input from teachers and students who participated. There will also be a PowerPoint with pictures of items used in the room and how they were used, as well as handouts of all forms used for referrals, forms the students used while in the room, examples of how Framework and Emotional Poverty strategies built into behavior plans, and examples of the data collected.

Learning objectives include:

  • What a Tier 3 intervention room is and what it is not
  • What activities should be placed in this room and how long they should take
  • What forms we used and their purpose, as well as the procedures and protocols we put into place

Carla Hubbard

National Consultant

aha! Process

—Indianapolis, Indiana