create point forms out of this  what are the triggers have the first thing I ask the teacher was you know what kind of data do you have or are you keeping an ABC chart what what is the antecedent you know look at let's look again at the data why is the student throwing things it's not about you know stuff sometime want to problematize the student but it's not about problematizing the student it's about interrogating our own practice so I've I've had the opportunity to help support staff in in looking at you know what is it that we can do differently let's really look at when this happens why it's what time of day what are the possible triggers we collaborated with the EA's who have lots of valuable information and experience who you know let's look at maybe what are the stimulants is the classroom relating for this child let's let's move some things around and again interrogate our own practice you know the teachers right away want extra EA support we all know how difficult it is to find extra support but in my role would be to support in any way I can and sort of be creative in ways to show the teacher that I am trying to be supportive we understand but there are steps that we need to follow we have a beer I would often just have in the room just for an extra set of eyes I I would be visible in the classroom changed in the in the environment do we need to revisit the IEP with this particular case we we actually the parent had suggested that we modify the students day because we found that it was 1:00 by the time the child was starting to feel anxious and he was nonverbal so solely on the parents decision to modify their day because the last thing we wanted them to think was that we didn't want the child at school but we followed the parents they are the parents they wanted their child to be pulled at 1:00 and so we did that and it helped a little bit but we we the goal is always to the goal was to re-implement the child and and to come back to full days you know and so my discussions with staff and at our at our SRM meetings which which were next you know we brought the child forward to another SRM meeting and put all our minds together to try and brainstorm what is it that we can do for this child what what can we do it's not about changing the child's behaviors about what we can do so in in gathering evidence from the family and and looking at the data you know strategies can be put in place and and as the VP as the principal would be my role to ensure that I'm I'm monitoring and ensuring that the staff is putting those things in place