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common understanding of the student a tiered intervention system helps that Conclusion
while building a rapport. Second, it child improve through the Interven-
allows the parents an opportunity to tion and Referral Services Committee The more familiar character education
dialogue with their child to reflect on (I&RS). This committee harnesses programs only recognize the students
the events of the day that resulted in counseling or other outside resources who demonstrate good behavior and
their final color. Third, it provides the (NJDOE, 2018b). These interventions rarely provide support for our at-risk
teacher and parents the opportunity hope to build and strengthen the rela- students. It is my belief that good stu-
to communicate on a regular basis. If tionships between student, school and dents will be good students regardless
these relationships are strengthened, family by collaborating and exposing of the setting. However, if schools,
the students will develop a robust so- the student to more opportunities to districts, and communities want to
cial and emotional foundation that will succeed with the help of specialized safeguard the success of all students,
promote lifelong learning. professionals. there needs to be a paradigm shift.
Without programs, students of all ages
Finally, the character education The specifics and primary compo- will continue to exhibit behaviors that
program also assists the administra- nents about the social and emotional require disciplinary action, and by the
tors, teachers and support staff in program were mentioned to provide a time they need discipline, it may be
identifying students who may require clear focus and understanding of the too late.
additional support. When a student intended expectations and interven-
consistently ends their day on colors tions of this home-grown character I look forward to introducing the next
representing poor behavioral choices, education program. phase of this home-grown character
education program in 2019!

References
Bettencourt, A., Gross, D., & Ho, G. (2016, March). The Costly Consequences of Not Being Socially and Behaviorally Ready by
Kindergarten: Associations With Grade Retention. Baltimore, MD: Baltimore Education Research Consortium. Retrieved from
http://baltimore-berc.org/wp-content/uploads/2016/03/SocialBehavioralReadinessMarch2016.pdf
Jennings, P. A., & Greenberg, M. T. (2009, March). The Prosocial Classroom: Teacher Social and Emotional Competence in Re-
lation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491-525. doi:10.3102/0034654308325693
McKown, C. (2017, Spring). Social and Emotional Learning: A Policy Vision for the Future. Princeton, NJ: The Future of Chil-
dren. Retrieved from https://futureofchildren.princeton.edu/sites/futureofchildren/files/media/foc-policy_brief_spring_2017v5.pdf
New Jersey Department of Education. (2018b). Resource Manual for Intervention and Referral Services (I&Rs). Trenton, NJ:
Author. Retrieved from https://www.state.nj.us/education/students/irs/
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building Academic Success of Social and Emotional Learn-
ing: What Does the Research Say? New York, NY: Teachers College Press.

About the Author

Currently, Dr. Christopher Meyrick is a superintendent in New Jersey. Chris began his career as a special
education teacher, spending the majority of his time in the self-contained and resource classroom settings.
As a classroom teacher, he recognized the co-curricular need for Social and Emotional Development for all
students. He continued his advocacy as a shared assistant principal and school principal

Supporting School Leaders' Instructional Capacity:

National SAM Innovation Project

Learn all about the SAM Innovation Project
Many principals in New Jersey have increased their instructional leadership capacity through the
SAM Project. The SAM process follows five key steps: Readiness, Baseline Data Collection,
Daily TimeTrack Meeting, Implementation Specialists and Time Change Coaching, and Year
Later Data Collection. Attend this free information session and hear from the national founder
along with New Jersey educators who are using the system.
If you are interested in bringing SAM to your school to help your principal find more time in the
day for instructional leadership, please contact Dr. Mary Reece, FEA Director of Special Projects,
at 609-860-1220 or mreece@njpsa.org.

Educational Viewpoints -27- Spring 2019