Larrier Yvonne, Allen Monica, Edwards-Joseph Arline, Fleming Geneva, Kelleybrew Vanessa
Indiana University South Bend, US.
San Jose State University, US.
Contin Educ. 2022 May 25;3(1):41-57. doi: 10.5334/cie.40. eCollection 2022.
The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and emotions (RUMERTIME) in relation to themselves, others, and the daily life challenges they face within multiple systems and settings. The RP is embedded within the Cultivating SEEDS System framework (CSS) and is utilized to equip culturally diverse communities, inclusive of students, family members, educators, and administrators, with the social-emotional skills to effectively solve student attendance problems (SAPs). The data shared in this practice intervention article are descriptive in nature and highlight the RP as a protective factor and explain its three goals. The paper consists of three parts: (a) introduction of the RP, which is embedded in the CSS framework; (b) description of implementation of the RP as integral to the Daytime Intervention Room (DIR) program; and (c) discussion of risk factors that qualified students to receive services through the DIR program as well as data that demonstrated how the RP performed as a protective factor. The DIR program was aimed at creating an alternative to out-of-school suspension (OSS) and the traditional punitive in-school suspension (ISS). The program was established in each of the four schools in an urban high-needs school district in the midwest region of the United States. The DIR program was intentionally designed to include multiple levels, stakeholders, and delivery support, thus creating a solid base for the holistic development of students, educators, and parents. In conjunction with the CSS framework, the DIR program sought to increase academic performance, decrease the number of behavior referrals, and improve attendance rates in this high-needs urban school district.
RUMERTIME流程（RP）是一种五步文化响应式社会情感、问题解决、预防干预策略，用于教育、装备和赋能学生、教育工作者和家庭。RP使个人具备识别、理解、管理、表达和反思自己在与自身、他人以及他们在多个系统和环境中面临的日常生活挑战相关的思想、互动、思维模式和情感（RUMERTIME）的能力。RP嵌入在培养SEEDS系统框架（CSS）中，用于使包括学生、家庭成员、教育工作者和管理人员在内的文化多元社区具备有效解决学生出勤问题（SAP）的社会情感技能。本实践干预文章中分享的数据本质上是描述性的，突出了RP作为一个保护因素并解释了其三个目标。本文由三部分组成：（a）介绍嵌入CSS框架的RP；（b）描述RP作为日间干预室（DIR）项目不可或缺部分的实施情况；（c）讨论使合格学生通过DIR项目获得服务的风险因素以及展示RP作为保护因素表现的数据。DIR项目旨在为校外停学（OSS）和传统的校内惩罚性停学（ISS）提供替代方案。该项目在美国中西部地区一个高需求城市学区的四所学校中分别设立。DIR项目经过精心设计，包括多个层面、利益相关者和交付支持，从而为学生、教育工作者和家长的全面发展奠定坚实基础。结合CSS框架，DIR项目旨在提高该高需求城市学区的学业成绩、减少行为转介数量并提高出勤率。
