Daily Student History

*Zeros are not intended to be punitive, but are clear indicators of need for guided intervention.*

Ashton came to school, sat in a chair and put his hood over his head. He refused to walk this morning and would not work.

Mr. Mc Clane was available to work with Ashton per his schedule, but Ashton was not compliant. He would not engage in work and was verbally rude to staff. Ashton left his work space and knocked on a door where students were working. As staff opened the door to see who was knocking, he pushed his way into the room despite staff giving him the directive to not go in the room. Once in the room, Ashton sat on an exercise bike. Ashton was told to leave the room, as he did not have permission to enter. He was causing a disruption to others who were working. He refused several times. Ms. Dianna made the decision to take him home to take his medication, Ashton refused. Ashton swore at staff and refused to leave the room. Repeated requests were made to Ashton to step out of the room and meet in the kitchen for privacy. Mom was called and apprised of the situation during this time and was requested to talk to Ashton per his choices. Mom talked to Ashton but he was not willing to cooperate at that time.

Ms. Dianna called police to let them know that they might be needed if Ashton did not de-escalate. Ashton was given time (10 minutes) to make the decision to go home to take medication and then return to school to work. When time was up, Ashton made the decision to go home to take his medication and return to school. When Ashton returned he said he would take a walk so that he would be ready to work. He said he was going to the other side to get a student. When he was not allowed to go to the other side to get another student, who had already walked and was working, he became agitated and went to the other side anyway. He said that he should kick the door in or use the fire extinguisher to break the window to get the student to walk with him. He was reminded of his agreement to be cooperative when he returned to school. He tapped on the window to try to get the student’s attention and then left the area when he was not successful. He took a five minute walk.
When he returned from his walk, he tried to remove a divider wall in front of his desk to get to another room. He was told to stop and he eventually sat down and complained about doing his work.
He tried to argue with staff regarding consequences but was redirected to the task at hand. With support for assignment completion, and support for regulation for calm behavior, Ashton completed some work before leaving for the day.