The Cost of Unclear Systems
A seventh grader was sent to the office four times in one week. Same class, same teacher, same pattern. The referral forms listed “defiance” and “disruption,” but no one had asked why. When a school administrator finally sat down with the student, the problem became clear. The student could not read the textbook. Every time the class moved into independent work, frustration rose, and behavior followed. Within two weeks of providing reading support and adjusting instruction, the office visits stopped.
Jeremy Packman has seen this cycle repeat across decades and districts. He has spent 25 years in California public education, including 14 years in school administration, and his conclusion is sharp. “Most schools don’t have a behavior problem. They have a system problem. Kids often fall through the cracks due to poor identification and a lack of resources to truly address the holistic issues associated with these behavioral concerns.
Mr. Packman began his career in 2001 as an AmeriCorps volunteer tutoring students in literacy in San Rafael’s Canal District. He moved into classroom teaching at Willard Middle School in Berkeley, then taught American and World History for 8 years at Elmhurst Community Prep in East Oakland. He transitioned into leadership roles at Montera Middle School in Oakland, Bohannon Middle School in San Lorenzo, and Abbott Middle School in San Mateo, where he led the school through COVID-19 closures and reopening. He currently serves as Administrator on Special Assignment at the Santa Rosa City School District and is the founder of JP Educational Consulting LLC, which supports families navigating the special education system.
Structure Protects Students
Packman emphasizes that confusion in school systems creates harm. “Special education is highly regulated for a reason. If systems are not tight, students fall through gaps. My job has always been to reduce those gaps.”
He points to the fundamentals that remain constant regardless of trends or leadership changes. “Timelines, documentation, service alignment, parent rights—those fundamentals do not change. When systems are clear, families feel informed. When systems are unclear, tension rises.”
He also notes a common mismatch between what is written and what is delivered. “If services in the IEP do not match what the student actually receives, or address the goals listed, the system is not working. Clarity protects students.”
Engagement Reduces Disruption
Packman’s years in the classroom shaped his understanding of how instruction and behavior connect. “When instruction is engaging, fewer students tend to misbehave, due to fear of missing out. Instruction that incorporates student choice and requires critical thought tends to be the most engaging.” Also, he stated that more effort is needed to de-escalate minor behaviors before they become truly disruptive. “My brother, who was a teacher himself, told me once that when a student causes disruption, he asks himself the following question: Is this behavior disrupting the other students’ learning, or is it a disruption for him?” This question should be considered before students are removed from their educational setting. Unfortunately, Packman has seen in many classrooms in his career that sometimes the adult response is the cause of a larger disruption to learning.
He argues that the Multi-Tiered System of Supports (MTSS) should be the foundation of school operations, not an add-on. When Tier 1 instruction is strong, students are less likely to need more intensive interventions. When identification and support structures are clear, students receive help before patterns harden into crises.
He also emphasizes that effective systems require buy-in from staff who may resist change. “Growth mindset is a hard thing to sell to the people who are afraid of change.”
A Call for Stronger Systems.
Packman’s message to schools is clear. Build and employ systems to identify and address learning and behavioral concerns early and often. If one strategy fails, apply another, and monitor with documentation. Schools that have seen the most successful reductions in suspensions and special education referrals are those where the administration meets regularly with a team of stakeholders to address specific student concerns and identify underlying issues. Schools that build partnerships with families based on trust, so that collaborative decisions can be made and services can be provided to modify these behaviors. He recognizes that even the best systems are not an end-all, but are the necessary step for any improvement to take place.
A Call to Clarity
Packman’s message is not meant to be accusatory. “My motivation is very internal. I want to be successful, and I work hard at that.” He believes that most educators share that drive, but that systems often fail to support the people inside them. “It is a mindset shift, and one that schools should work towards”.
His advice to families and educators is direct. Look at the structure. Identify the gaps. Advocate for clarity. “When systems are clear, families feel informed. When systems are unclear, tension rises.”
About Jeremy Packman
Jeremy Packman is Vice Principal and Administrator on Special Assignment at Santa Rosa City School District in Santa Rosa, California. He has 25 years of experience in public education, including 14 years in school administration, with roles in Oakland, San Lorenzo, San Mateo, Antioch, and Santa Rosa. He founded JP Educational Consulting LLC in 2023 to support families navigating special education systems. He holds a master’s degree in Educational Leadership and Administration with a focus on culturally responsive methodologies from California State University, East Bay.
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City: Santa Rosa
State: California
Country: United States
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