So, what is this practice? It is deceptively simple. I often have referrals from late in the day that I haven't dealt with yet. Most of these are what I refer to as non-emergency referrals. After school or early in the morning, I go through these, reading each carefully, checking student grades, and choosing appropriate consequences. On a separate sheet, I write the student name and the expected consequence. Next, I use a triage method to place these in order of importance with the most serious first. Finally, I make a list of those that I need to get further information on or plan to refer back to the teacher for a classroom consequence or parent contact. (Yes, even in April, I still get a few that should never have been put in the system).
With this list is in order, when I sit down to begin calling students to my office, I work more efficiently. I get the job done in short order while still being able to spend quality time with each child. When I am in the building, I get further information from teachers or share with them why I am turning a referral back to them. I also work with them to develop strategies to help referred students be more successful.
Overall, this simple practice has reduced the amount of time that I spend in my office each day and allowed more time to build relationships with teachers and those students who never darken my door.