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A;Program That WORKS      School Boards and Educational Leaders have struggled for many years with school disciplinary issues; more specifically the negative impact of disciplinary issues on student learning for the offender and the offended (Balfanz, R, byrnes, v., and Fox, J 2018). Traditionally, school discipline codes have been based on conformity and modeled on the criminal justice system. Rules (laws) are established, penalties for infractions are set, incidents investigated, students are charged and penalties are imposed. Order has been kept by punishing those that do not or will not conform, rewarding those that do, and, if the infractions continue, either pushing out or assigning the habitual offenders to an alternative setting. Disciplinary consequences in schools and classes are very often as much about allowing conforming students the opportunity to learn without disruption as about providing a consequence for the habitually disruptive student, and teachers and adminis

Terms of Enrichment           It would seem that Congress, almost without anyone noticing, has set themselves up over the last 60 years or so to a point where “politician” has become an acceptable, if not necessarily respected, profession. Up until the 1950’s, serving as a member of Congress was still considered, barring the occasional national emergency or world war, part time employment, and elected citizens not only kept their primary jobs they did not intend to make politics a career.  The original intent (you can look it up) was that serving was an obligation to be endured and not a career choice. “What’s wrong with politics as a career?” you might ask. “Shouldn’t we be glad that someone wants the responsibility of helping run our country effectively?” Why, yes, I answer quickly. We should indeed if that were the case. What we see instead is that Congress lives in its own world divorced completely from the realities of the citizens of our country, is neither effective nor