Alright, I guess I will call the same things. Wesley Wilsonville School Board work session to order and I'm gonna pass it to Director Douglas for.
Thank you. Check today. I are here. Well, good, to see all of you again and, feels like it's been forever.
And, also we, were fortunate this year to be able to stay home and watch a national championship game.
To all of you. And so, this evening we're gonna, have some time with, School board goal number 2 and I'm gonna be passing it over really really quickly to Dr.
Ludwig to kind of walk us through what is evening is going to look like and some of the things that we're going to work through.
So the floor is yours. Thank you. Well, I also wanna just pass back and thank Chair Taylor and vice chair wide because there was collaboration on thinking about.
How we could have this conversation and think about systems, but also in a way that also felt practical. And this idea of working through scenarios.
Much like we do with our joint safety groups where we have a lot of frameworks and ideas and then we just put a scenario on the table and see how they apply and have rich discussions seem to be what perhaps this format could benefit from.
So with permission from Chair Taylor around the 2 topics, we went with those scenarios, those 2 scenario topics.
And then I wanna thank the teaching and learning team. We spent 2 afternoons. One afternoon was on zoom during the weather.
Owning those scenarios but also getting ready to just really present your thinking and our actions with these scenarios that we could spend more time discussing instead of us presenting at you and describing things.
So, the intent was we would just start with scenario one. Perhaps if you wanted to read it, Chair Taylor and then, they're really, I don't intend to be the facilitator, but if it helps, it's mine.
But really, I think We could just share the conversation amongst ourselves and see what your questions are. And then our colleagues are here to answer any questions specifically.
These scenarios are hypothetical. But they have this general nature to them that you could see this question coming up.
Or something like it and we just want to remind the group that if you do know of a specific situation that perhaps refraining from bringing that situation to this public meeting.
Because we always want to be mindful of. Confidentiality and processes and we may not be able to address your questions within this setting but put in another setting.
So we'll just work with the scenarios that we have this evening. You know, I don't mind him seeing throughout the night.
Yes, as my voice needs to be, to be heard. So I gave chair to I thought about 2025 min for each scenario, I thought about 2025 min for each scenario, which could give us the mechanisms at the end to see if we can pull it all together.
And then the caveat again being. If I mean this will go fast so if you feel like you still got a lot of questions we can always do fireside chats afterwards.
But anything you want to bring in for with. So sounds good. Well, as Dr. Lavoie said, we have 2 scenarios.
And these are 2 scenarios that I think happen. From time to time within the in the district so some of that we've heard and some of what we haven't heard so.
I think that as you've said. We'll spend some time going through the framework that they've.
So nicely laid out. I've already read it and was on the front end as far as, with our chair.
But the first scenario. Is a scenario that It comes to the attention of a high school. Administrator that a student has posted a racist comment or main.
On social media about another student in the school. And so will work through that scenario. And ask questions and.
And and maybe we'll go down some pathways that that will lead us to say hey what are we going are we not doing how are we gonna Do this with the, all those other things.
But, they put together a nice framework and I will, like Dr. Luck would kind of take us through the framework and we can.
Okay, so we've got the scenario what you have to reference. Is this visual here, what you have to reference, is this visual here, which is, is this visual here, which is, which is, it's this visual here, which is, very briefly describes some systems of response to significant student behavior that, that we may reference.
So we've got this very briefly describes some systems of response to significant student behavior that, that we may reference.
So we've got to scenario about the situation could require school discipline and those tools, some restorative justice.
Would a threat assessment need to happen so you could still see us reference? Perhaps several of these.
Considerations for systems. And I'm not going to, I'm not going to read what we wrote, but just present back to you.
That Dr. Soyson and Dr. Spencer I'm actually worked on this one.
We paired up. They worked on this scenario and thought, okay, this happened in the secondary school.
Could happen in a primary school as well. What are all the things we might wanna consider because of these outcomes?
And they've outlined those for you there. And then at the very end in italics.
They just said, okay, let's go a little further with this scenario. Make me know a little bit more.
What could be some specifics in terms of responses? And that's what you see in the italics was a hypothetical.
Even more specific response to the situation. So we'll stop there and now see as you read through the scenario you consider this.
Good emerged for you in terms of. Where you could follow, what questions you had, what wonders.
And I had some prompts at the end too. Do you see any gaps in there?
Do you see some places for improvement? Paces that you think we're doing well. Or maybe your goal is a board member.
If this scenario should come to your attention. Yeah, I'll just, yeah, I'll just dive in if that's okay.
So I thought with this raised for me and a question that I had was as we get to the end of page one where we say consider all who are impacted by this incident.
And a question that I had was as we get to the end of page one where we say consider all who are impacted by this incident I had was as we get to the end of page one where we say consider all who are impacted by this incident and then the following consider the balance of student privacy.
As we know in our upper grades, peer groups and your social group is such a factor in their learning and your thinking in your behavior.
And so how do we balance, wanting to recognize that something like a meme or something on social media, a whole group of people could see it. But we are dealing with.
The, you know, outcomes for the student potentially who posted it. Do we have a way that we think about a social or peer group and then how that like how we address an issue like this.
Across a group of students when there might be only one perpetrator, but many students affected and given how impactful that is for students.
And social media sure has changed these types of situations when we were going to school with this maybe a note or a phone call you know it was more easily contained around you know widespread nature and social media makes it instant and so widespread and almost permanent nature to it.
People can keep looking up. So it does impact things in terms of who you saw it, how many people saw it, and then how do we.
Attempt to guard any in privacy if we can, but also work through it. So with that, I want to start Jennifer, you think about that?
Just one of the things that I've noticed over the years of. Supporting folks in these kind of investigations and trying to balance that that has really changed over the years.
In that it used to be more of a wondering about. Whether people posted something outside of the school day.
Did the school even have a place in bringing in discipline or a role in that. Because really was that behavior that happened outside of the school day and that you su to spend more time.
Debating that and wondering about how does speech outside of school impact the learning environment. As social media has become more just part of the the water that kids are swimming in all the time that's less and less a debate that we talk about because the influence.
Is so clear and so that's one thing that's shifted over the years where we used to.
You know, that's full law conferences or an advice you spend a lot of time saying, first you have to wait and see, you know, what will the impact be?
Not as much of the debate anymore. Now that's almost immediately. And, begin to move from that question to the question of who's in, begin to move from that question to the question of who's impacted. Right.
So almost to that second part of your question. And to kind of just carry on with what you're saying.
We can make the assumption now that these students all go to school together. It becomes, especially when it's something harmful, it does become the school's business and especially if it is something on board.
I thought in your question about privacy, one of the things that's misunderstood sometimes is that Privacy means that we don't necessarily, it's, and that we're not doing anything.
There isn't the discipline because what we can't spell out is exactly what a consequence is for another student.
We can. Allude to and talk about well when you look at the rights and responsibilities when you look at the range of things but that's that's where the privacy comes in.
But as far as the other part of the balance, you were talking about, that's the restorative hard where we generally just find out from those who had the impact, those who were harmed.
Are you ready? Do you want to engage in something where there's what you were describing, working with students together.
And oftentimes, in middle school, you know, as students get older, we check with their parents to find out, you know.
Are you comfortable with your child engaging in something where, you know, from another student here. This is how this make me feel.
But you always wait to see if the student who had something happen was. Ready. But sometimes this to look at this is it's not one thing that how these things interactive.
We work together. Because in most situations there is discipline and there is restorative practice, not one or any other.
And it's important to do both. So that they can move forward and learn something and you know just in the social.
Mill you that is school, middle school and high school, you know, we don't want to just leave it here.
This is the consequence. Now this is over. Good assumption for us to make it all this. What are they going to do going forward?
In this situation that we, you know, is sort of a compilation of not any one specific situation.
Kind of a compilation there was. You know, one might think about there's a specific student who was targeted.
So we know there's a student who is impacted, but in the example of the, specifics, we also talk about, reaching out to students and infinity group.
We also talk about leading a. Circle prompt in a life class and sometimes we do that if we're not sure but we think that would be a broad impact with lots of students here.
We, might lead some sort of like how, you may have heard. Again, the.
Diplomacy of how you bring something forward without. Shining the spotlight. On the specific comment that you may have heard.
Harmful racist comments were set in our community And we know we want our community to be safe for all students and we are going to said, and I'll have a circle and let, you know, have a structured prompt to talk about that.
And so sometimes. Depending on how broadly that means has been shared. Sometimes in the investigation, you find out more about how much how far it's been shared.
Sometimes it's impacted from. The parents sharing that information. And so there's a lot of different tentacles that.
In that investigation process or our school administrators often do have Checking in. So I think it's something we keep doing.
We need to keep doing better. And then One more not sure, give space. Give space for.
As if you want to give your impact.
So, I appreciate the, that last box. They talked about some of the things that we do.
See, this thinking about these things. They're a little bit responsive to an incident, but I also wonder about.
When we believe. That we have a significant population of our city line that doesn't believe we respond.
Rather than. In response to specific incident. If we have a agreement students believe, you know, nothing ever happens.
So that's gonna impact. They're reporting. There lots and I wonder. What we do proactively.
There isn't in response. So, Okay.
Yeah, do I? There's always. Work to try and be as proactive as possible. You don't know if people are listening as carefully until something actually happens.
You know, do that with a lot of things try to get information out there and this is what we would do.
This is how we handle situations. So we have our student rights responsible for reading that and understanding. How we would respond to things.
Things are shared from teachers or counsellors how we would respond to things but in but when the incident happens you know, there is that likelihood that a group may think.
And there's a few times when Jennifer, Gone over to high school. I've joined her.
We've met with an affinity group who may have been in particular in this situation even more concerned and had some follow-up conversations just with that group.
To specifically address questions that they may have that were different. Then maybe other students. It raises a slightly different question.
For me, which is really hard to get. Data from students about these things in advance because they don't want
You know, a lot of kids are not going to just come out, tell an adult. Yeah, I think we have a problem.
But. Thanks here, right? I hear these things in the halls. And I'm uncomfortable.
That's I'm bothing that. We have a way to think about how do we get good data from kids when that's a hard thing.
Yes, that speaks to the cultures. Yeah. I think about how do we give good data from kids? That's a hard thing.
Yes, that speaks to the cultures.
Interesting. I'm thinking about the ways that the, step back and build. Connection and safety and belonging, which are so multifaceted within schools.
And where students feel like I can trust adults. People follow up they do what they say I believe that People are gonna do what they say they're gonna do.
I believe that my voice is taken seriously. That happens through so many things big and small. Through people in one of the things about restorative practices which is one of the things on here which sometimes we think about that big moment, which is one of the things on here, which sometimes we think about that big moment after a big event has happened and how someone restores a community that's kind of in a
crisis. But so much of restorative practices is building trust in community all along. Making eye contacting, seeing people in the hall stopping and listening to kids and building that trust in community and climate in small ways before that happens at the beginning.
So it's a it's a giant question in the way because, when students feel seen.
When they feel heard when they're followed up on. That helps build that trust. I was thinking about a student just a little bit in the answer, but I think it's we are right now one of our SROs is just such a Oh, both are are amazing, but one of our students at one of our has such strong relationships with students has built such strong relationships, which is part of our goal of our
program. And has built such trust with kids. And we had a student who got in trouble for doing something they shouldn't have been doing.
And something that you really don't want the police involved with. You don't. And, but.
The student has such trust. In that person, you know, I really want that officer here with me right now.
And I was like, you know, no, no, he really does. And, so that gave me a moment of is relationships matter so much more relationships matter when we build that trust.
And, so that gave me a moment of is relationships matter when we build that trust. We need to keep doing that.
Specifically. And, so that gave me a moment of is relationships matter so much more relationships matter when we build that trust. We need to keep doing that. Specifically, sometimes we work it from both ends.
Or relationships matter when we build that trust. We need to keep doing that. Specifically, sometimes we work it from both ends.
Part of this as well, you know, in the middle schools where there's kinds of things that happen where you'll divide up and go in.
Talk with classes or during devices and just go in. Sit down, have a conversation because they need to hear from the adults.
Hey. We think you're concerned about this and then have a conversation and kids know that you're going to be ped and we do that.
That's that's a count. And we do that. That's, that's a common. We need to do that.
That's, that's a. There have been some that have been around. Some gender things where after school, I've joined others in meeting with them.
And then you also normalize it. So the idea of St. Polar with them to all sitting in a circle and talk.
Sometimes I will school in high school until that becomes more natural and wonderful conversation. I'm thinking of one high school teacher who had this routine.
That he could pull off of having kids circle up and bringing up some things that. The first 2 Fridays he did it, it was sort of like, Second, but if we can't understand, what do people around here talk to Jenny?
What do you think the vibe is, you know, with? The way people treat each other around here.
And when you keep going back and you say, oh, this is real. So that When something happens from that, and then also building that.
Culture. And then the adults get into it because of course it's really, to find out. Oh.
Kids are coming. Kids know, and it's very helpful even dealing with specific instance.
You have a question. That scenario with. What do we do if the parent of the students who posted the racist name is not supported of the plan that we would like the student to complete.
I think that's where having really strong board policy is so critical. I think that's where having really strong board policy is so critical.
I think that's where having really strong board policy is so critical. And that's why, I appreciate that having these policies in is really important because it's it's not up to an individual.
This this is not an individual. Decision. This is. Our district, our, state stance.
It is not up for debate. Okay. Right. So we.
That is not something that you're debating with folks. Okay. Racist language is not okay.
And we will enforce that. Policy and our state laws allow us to move forward with that without debating that with families just the same way as any other serious violation.
And there are times when we actually can move the situation. More easily with the students and through the school and then we're still lingering sometimes afterwards with.
A parent or 2 later whether they agreed or didn't agree with. How things got resolved. Sometimes those conversations continue to happen and we keep trying to.
Build that trust and explanation as to why we responded the way we did. And stay in conversation. Long after the kids have kind of, you know.
Apologized or accepted or taken ownership and moved on sometimes we are still working with some parents. One of the questions that I had through some of our pre meetings were.
Isn't that the
The sequence of consequences posted, right, or. Parents of color or parents who have kids who identify a different way because there's our policy is very vague.
Lumps discrimination together. And it'll call out like sexual harassment or sexual assault or something like that, right?
And it'll call out. Maybe a gender piece, but it doesn't specifically call out racist, which we talked about.
That word is not in there and if you're someone who's been or your child has been put in a and advice that is racism, that parent is looking for the hyperlink for worth racist.
So not just the generic discrimination. Piece of it, right? And so I think the parents will experience racism are looking for that avenue to say, okay, so what might happen to a child if this is what they've done to.
My child in the policy just says that, well, we'll do something about it. But there's like, okay, so what are you gonna do about it?
And then when that parent shows up and said, well, what did you do? And he said, well, no, we can't talk about that.
Because it's But if you could say, hey, one of the things that probably happened is within this.
Here's what we do and here's how we handle it so you can be assured that this process. Right.
And there's nothing there that tells a parent that today. So I guess my part of my questioning would be.
Are we going to post this? And are we actively like following the structure right now? At the middle and high school level.
I think primary is different. A little younger. I mean, do you start really seeing it kind of comes with in middle school?
And high school. So. Kind of jumbled it all together but that's what I was thinking about as I went through.
In some of our previous. Policy does say. Hate and bias and it doesn't. Say hate and race.
And so we use the same policy and the same language that they're using across the state. So all districts now have that all students belong same policy, but our AR.
Which we were talking about. Could pull that out. So you do have a copy of the AR, which is posted on the website.
And that is where to, director Taylor's suggestion. Well, it says relating to other persons perceived race, but we could add.
The word, you know, a complaint regarding an alleged race or bias incident. So we can begin to make that specific.
So that when people see, for example, on page 3. At a minimum what would happen? Well, an investigation would have initiated.
The findings would have done this. Action would have been taken to address the behavior. Click the weather would be legal citation and explanation.
Of what we can share, what we can't share, that there'll be educational components. So it may help to understand.
More specificity. In our AR, which we can. Which we can do specifically for. So we got some examples of how to do that in Chair Taylor.
We can make it better, much more specific for sure. One thing we do is we try to call it what it is, even now, like when letters that go to the community.
Put the word racist language as opposed to the generality of there was something that sort of thing. In middle and high school.
Primaries different. We do talk about. This could be considered a bias, instance this could be incident this could be considered we've used the word 8 crime.
These are the kinds of things that are looked at when you look at a bias in the city or because we actually don't think we're doing students any favor if they don't understand.
This is the implications in society. Like this. And look at that, you know, Give that, because unfortunately, you know, a social media example was chosen because it can be so murky when this is out there.
This is social media. So what do you do? To say that there's a distinction when you chose to engage in that social media.
This is what it means to do that. And so the range of things. It can occur discipline wise or in society when that happens for these things.
And we do. That I hear you saying Doing put that app to the public and that's what the language was responding to and letting them know that and we have found that can even be effective with parents who might not be, you know, you really need to, you know, you really gonna do that because someone was messing around with social media, but to say, well, this is actually what this is.
And, you know bringing that to. People in society live with this. And we do a lot of that.
In Melbourne High School because there are things that why would you be able to do that at school when if you did that in 2 years may you have a job.
This would be something that we. Very much okay, you keep in that job. You know, sort of thing.
We do use those examples. And I mean, I don't know. How this would look on the site as you, update the, AR with, Chair Taylor's comments, but I mean, I find these scenarios and this layout to be really effective and yes, you can't capture every scenario, but the way the considerations and then the outcomes, I mean, I find this to be
effective. I know it's obviously part of the record as part of this meeting, but a way to show this as an example of how this is used, I think is what could be really, yeah, it could just be a great way to showcase like this is how we put this into action.
Here's an example. This is how we put this into action. Here's an example. Obviously it's not going to fit this into action. Here's an example.
Obviously it's not going to fit every scenario, but it just shows that. We're taking these considerations and questions and then we're finding and we're working for these different outcomes.
So I misunderstood when you were pointing to your document saying, are we gonna link this? I thought you were pointing to the AR.
Chair too, but you were pointing to Actually the scenario. But yeah, because I think many a parent can walk through because most parents don't know where to start.
Or who to go to and instances like this and so you know and I can talk about my own child because it's my child but it wouldn't happen to us we didn't know where to start and You know, it was a good exercise for us and we saw how helpful could be here and actually we were thinking about it.
It was a good exercise for us and we're thinking about is this something you might do at a joint KATE meeting is to do, you know, some scenarios with them and show them how our various systems interact.
We wrote this with the context of this venue, but we absolutely did. But that's a good example of, because everybody can relate to something like that.
Today's day and age. So, Chair Taylor, that really wasn't relevant to this, but that were.
Just working on to support our building administrators. It's just a common guidelines. They keep so much in their head as they investigate different kinds of incidents.
And as different laws are passed. That we have to have this kind of timeline for bullying incidents or this kind of dealing line for bias incidents.
This kind of timeline for sexual harassment incidents that the state law sexual harassment. Or this kind of process, per bit.
Yeah, that's the federal title 9. So it's a lot to hold. So we've been working on something. It's a lot to hold.
So we've been working on something like common guidance. That again has a lot of hyperlinks that just supports our administrators.
To, just keep that flow enough, to support these same kinds of ideas, that are listed in, you know, not seeing those.
You can communicate with. Impacted by those. Just a different stakeholder group that we're thinking about supporting this work as well.
Well, for the sake of making sure we get through scenario the other questions come up. Definitely.
Bring them up and it might be from a fireside chat and we'll look at, trying to figure out the implementation of some of these things and but I'm gonna move on to scenario B.
To keep us on time. And this scenario is a primary classroom. Is experiencing a. Disruptive and unsafe situation by a student.
And that has resulted in a class clearing. Using this example to tell the administrator that. Quote, inclusive practices.
Don't work in quote. And so we'll work through this scenario now similarly to the first and.
I'm sure you'll have questions and whatnot, cause this has been something that has come up for us all and take over the last several years.
So I'll turn it over to Dr. Well, let's get to your questions right away.
And I want to thank David and Lauren for working on this scenario and just processing through. How they would begin to ask questions and considerations.
As they go through this scenario. So. Turn it back over to what your questions and wonders are.
I mean, my first question or my only question really is how can I as a board member work with you?
You all in the district on, selling myths in the community about, room clears and inclusive practices or waiting, equating, excuse me, room clears to inclusive practices.
So that would be, you know, this is a great scenario, but I would. I would love to learn how I can best support the district and talking to the community when I mount community when they have those kinds of questions.
Thank you for that question. I think one of the first things that. Does come to mind.
Is you know, this idea that I think we had this natural. Human disposition to try to make sense of things.
And so when we hear around disruptive or unsafe behavior, especially if there's a pattern.
I think sometimes we very logically go to what this must be a student who has complex needs, you know, that maybe they already have a plan.
And one of the things that we constantly are reminding ourselves because we see this firsthand is it can be any student, especially a primary part of that when you're at school, you often have a lot more independence than you do when you're at home.
And it can be stressful, certain times. So we see behaviors. And we teach positive behaviors.
And so one thing is just helping to dispel this myth that we're talking about a certain subset of students when it really can be any student who needs our support and being safe and regulated.
Be the first thing that would come to. Well, I so appreciate that because I do think that it can be that natural tendency to kind of understand, right?
And try to make sense of our student school experience when we're not there, right? And try to, make sense of, our student school experience when we're not there, right?
And to be hearing most pieces and being trying to understand it. And sometimes it does come too, is this about, and I just want to kind of continue to reiterate that, Many of our young learners are learning how to be.
Regulated student in their body in a classroom contest in new spaces and when a student might be experiencing that dysregulation, themselves.
They may or may not be a student who has served right. And that's really when we're describing that inclusive practices.
We're thinking around our students who are served by special education practices we're thinking around our students who are served by special education.
And so be one key. The other piece I'm just going to kind of jump right in around inclusive practices is we talk a lot as one of our shared values in our district is to celebrate all of our students.
They to learn their right to learn and their opportunity to learn in their neighborhood. And sometimes there can be.
The notion around what that means. And I just I just kind of want to bring that part to is that when I say and when you say, the practices, what we're really saying is we believe deeply that the students, what we're really saying is we believe deeply that the student has an incredible capacity to learn.
And can learn and that the learning is happening in your community. Your neighbors down the street your neighbors who are at the grocery store and at the park and in your school are your greatest partners in your learning together for all of our students and the learning is often happening in the classroom with really rich rigorous educational opportunities.
And so we hold that value that is an incredible educational opportunities. And so we hold that value that that is an incredible place for learning for all students.
And there's a continuum of services and some kind of student maybe. In that moment, that's learning in the classroom right alongside their peers and sometimes that maybe, you know what, we're going to be stepping outside of the classroom under the porch, under the porch, on to another space to be really focusing on side of the classroom under the porch, and onto the porch, on to another space to be really focusing on specific skills that we're trying to grow and develop in.
And are part of inclusive practice, right? That continuum, that opportunity for what does the student need to be able to learn these days.
We regulated and to grow in those skills are all part of
I think.
Alright, we've all heard this from the community. I don't think I've heard any members who.
Who are. Yes, the idea. I think I think honestly I think frequency frequency is what we care about as concern.
If something happened a few times a year, I think most of our parents would say that's you know, somebody came went to resets earlier in the day or change or whatever.
It's that worry that if this is happening regularly in any classroom, like isn't there a better way to deal with this that doesn't disturb this route my child's education if it's happening to my child's classroom.
I think that's the piece I hear about those. And when you say frequency, is it about kids transitioning to another location?
Frequency or challenge in behaviors in general. It's more about, that term, the class was clear. The class was there twice this week.
The class was quick. When they hear that there's some sense that my child's education is being disrupted.
I'm worried that this can continue to be disrupted and that and then over the course of years, like, yeah, and we do monitor that and we actually have a lot of data because you know when it happens and we actually have a lot of data because you know when it happens and so frequency may be.
That term that we that we want to engage with that specific parent more about. Frequency for us might be is this happening once a week once a month?
For another parent while it happened twice this year. And that to them feels frequent. It should have been never.
Or was it twice in a week every week? So I think that's something we start with. Let's look at some data.
What is this parent referring to when they're saying something is frequently happening? And then if it is.
You know. Whatever we land on. There's likely a lot of work that's already going on and it would concern us too if we weren't able to get a handle on that.
And it was really impacting on a regular basis the learning. Then we're looking at. A lot of different plants, but sometimes we as we unpack a concern, we find out there's a circulated same incident that actually was over and isn't happening anymore, but the story is still there or the idea of frequency might be different than our idea of frequency.
David, do you want to speak to you? Is still there or the idea of frequency might be different than our idea of frequency.
David, do you want to speak to? Yeah, well, I just, how we track those things?
I just really appreciate the honest question. Because I think people do hear things and wonder. And I think, you know, the first thing I would encourage any parent to do is call their teacher or talk to their principal to find out, make sure their stories accurate and not what they're hearing over social media.
The second thing that I was thinking about when you asked that is that, you know, I had been in situations where you know we're just on the cusp of making progress and sometimes a student is really just about to learn something new and as they're doing it they're showing some behaviors that can feel really disruptive.
But it's I've never been in a school where it's multiple. Many students. It's usually one student who are just on the cusp of finding a really good plan for.
So. It's never very many students. And then the second piece I would say is we have a great track record of getting to a better place.
I cannot think in primary of a situation that just continued. There may be a new complex situation that that stop, that starts up, but generally we either find a plan of support with the student family that dramatically and quickly changes the whole scenario or we work on bringing in some of the more complex options that we have for students that that resolve.
But we don't just let things continue unresolved, nor can I ever remember a case where we didn't figure it out.
Within a very reasonable. And I just wanted to offer this is my unscientific like. Point of view.
Since paying attention to these issues of the board member, but it does tend to be in the fall and I do wonder if it's often adjusting to a new classroom, a new classroom dynamic, any teacher.
And it's not to say that we haven't heard it throughout the year, Again, my perspective has been I often hear it more in fall and I think it's, you know, I wonder if another aspect of it is an education or a conversation with the class and the parents in the class about.
The model that we have and you know as lines would ultimately put it about learning, it should model means because I do think it's tough for anyone to adjust to a new school year.
And so I just had noticed as a hearing more about the ball. So, that's fun to that.
We know we know the number of incidences. We, that few. We know. There's also a lot of work that goes into where is another location where students can ship their learning?
Do we go sooner to music? Do we just go over the library? Did you go out to recess a couple of minutes early?
Does someone else come in? So there are those strategies out there. So learning is in disrupted.
It may be in a different location and that may be the story that a student is still worried about.
And they go home. I wasn't able to finish something we had to know. The other thing we have to recognize is laws have changed over the years.
Things that educators used to be able to do when I was starting to teach, you can't do anymore.
We cannot restrain students. We cannot. Do some of the types of isolation we all know there's no touching grabbing you know holding a student back so the safest most dignified way is to figure out how do we gently kindly move one student or several students.
And it's not that different than probably strategies parents use at home. When a child is, the speed or in a store.
You know, while the rest of us are gonna. Carry on with dinner at the restaurant and you're gonna go sit you know outside and walk around the parking lot with mom or dad you know or we're gonna leave early or you know we're gonna get on this side of the house and you get to you know just gonna be in your house and you get to, you know, just kind of be in your room for a little bit
until you can calm down. So this idea of moving children down. So this idea of moving children to a calm or transitioning.
So this idea of moving children to a calm or transitioning to another location is actually a very good proactive strategy.
It does feel different than what's typically happening And that is something we have to work through understanding that, but it's not a worst case scenario.
It often is the most gentle kind, more dignified approach. Then, maybe in the past when I have my own stories of teachers that threw things across the room that kids or or yelled, we don't do those things anymore.
We don't harm children. We don't touch children. And so we're trying to find a strategy that allows children to learn in a different space temporarily.
Those the preferred moves now. And we use those in other situations too at home, recreational spaces, to at home, recreational spaces, so we were trying as we address the scenario not to use the term.
So we were trying as we addressed the scenario not to use the term, if you notice that room clear, but transitioning to another location.
As a way of creating a mind frame around what is actually happening in this situation that we're trying to do for children.
Is that? Hi, A's and teachers in a tough situation to where if you know you have a known.
Hit. And it seems like hitters tend to be super strength kids for whatever reason they tend to be strong, right?
And if you have a teacher or an instructional assistant who can't defend themselves because it might be perceived that if I block a punch.
That and now that kid gets a bruise because I blocked him from hitting me. And he goes home with a bruise.
And now the teacher is in trouble. Right. And so does it put them in an interesting situation to where I'm not saying that you hit a kid.
You know, but we know that it has changed, but if you swung out a teacher when I was drop on that, you'd for sure get grabbed. Right.
And taken down the hall. For whatever reason. I can't do that nowadays. I'm just saying, how do you protect the teacher in those types of scenarios.
It's good for Lauren to describe there are things around restraint that have very specific guidance and training.
Yeah, so it's such a good question because you're right. Like it may have been.
X number of years ago that we might have that quick stop right in a different way and now there's updated frequently.
Laws and regulations around restraint and, and the specific language is around imminent danger to one stop for others.
But that quick moment, that quick moment where a student, might be in that moment of I'm ready to engage and hit somebody or harm somebody or moving quickly.
Teachers or care educators or IEs are absolutely able to block. To use your body, but you know, as a box space, to move and also to be able to.
To maneuver that I'm thinking about start demonstrating. But, to be able to physically use our bodies and to be able to physically use our bodies, and to be able to physically use our bodies, and to be able to side side that, to be able to physically use our bodies in safe ways, to be able to side side that, physical movement.
And that's an important thing to be able to do because it may be blocking it from another student or a staff member.
But one of the most kind of important things here that I also think is really key is that these are things that we don't often just come out of.
Blue right like we know a student we're learning that students need it's learning their queues for that moment that they may be experiencing that, this regulation and we're saying like, gosh, I think this often happens right before this is what's going to happen.
And that's the important key learning, when Dr. Pryor says, we don't want these things to just go on for forever.
We're going to keep learning and leaning in and trying to figure out what the plan is for that student.
That's kind of one of the biggest key is what is that thing that's happening for that student and how do we mitigate.
That part, right? And where are those? So those are kind of the plans that we start to put in place, but in the meantime, we may be learning where and how to wait position ourselves so that we can do that.
And there are in those regulations there are programs that we have the opportunity to do training and that our state of group for the safety of both restraint components but then also how do we How did we support students in that?
Being regulated. And that's part of that. So we, have actually recently grown our trainers and that's part of that.
So we, have actually recently grown our trainers in that, in that, in, which is really exciting this fall.
And are pretty excited about being able to just share those more widely. And this piece around it's okay to block.
I'm using the term block, but also to reach your end up really quickly and to. Like that's a block from somebody coming this way, but also my body, right?
And just in between. Maybe, and that's something we've been trying to say, how do we model that to say like, okay, and so.
With the help of our communications partner. We actually put together a video that will be will be using shortly.
It's a little catchy because it's a group of adults. Demonstrating that does can show those.
And do all the teachers, are they trained on that? We do not have all of our pair educators and teachers trained.
But over the years we've had many. So, we've actually just been working on, but over the years we've had many. So, but over the years we've had many.
So, we've actually just been working in compiling that document. As you can imagine, there's the Excel documents, and the, then the Google sheets and sub, just putting them together, but, we've had.
Hosts I think like last year we held about 4 different trainings throughout the year. Sometimes and that kind of after school evening parts, we can get more individuals that before school, so trying to be creative on that are those planning days too.
And we've been able to do that each year. So you can imagine those are happening here consistently and that we're building that.
It tends to be staff that, tend to be the staff that, tend to be the staff that are called in to help when things have escalated.
That, tend to be the staff that are called in the help when things have escalated.
Those are the staff that are called in to help when things have escalated. Those are the staff that pretend to be the first that attend those kinds of trainings.
No, no, skills regulation specialists that we find. Yeah, one of the things that we've added to our team this year is knowing that there may be.
Times and it's not it's not very frequent right it's a but there are some times that there are a couple of students who may be really experiencing pretty prolonged significant disregulation and we want to try to figure out what is our best plan in this moment and we've had teams that are wrapping their brains around and working with families.
And we still maybe kind of just in that moment. And so we've hired 2 professionals who we titled regulations skills coordinators a little bit of a lengthy title but their role is really to be able to they have a little bit of a lengthy title, a little bit of a lengthy title, but their role is really to be able to, their role is really to be able to, but their role is really to be able to.
they have extensive background in being able to support students, behavior and just regulation. And there because this role is really intended to be able to partner alongside schools to both develop a plan, train along the plan and really careful and mindful ways of how do we take that time to really learn what a student means in that in that moment.
And then really systematically also train staff members and be able to track that to monitor that we aren't, that we are able to see that this is more like in the direction that we want to see that this is probably in the direction that we want to. Thank you.
So would you say that the systems and staff that we already had in place? Really were being able to meet the needs of most kids already and then, you know, but this kinda helped you just those few that we were.
We sometimes lost this city of the tech right for the most yeah thank you for the most part the city of the tech, right? For the most, yeah, thank you.
Cause for the most part, ours, we' and this is really bad. Rather than my fonts out and then have to try and explain to someone about our district and you know that runway is just too long having these folks actually in district all the time available.
Just actually shortened that time around the way getting some more consultation and support in those more complex situations.
Hi, I can jump in on one other into fall. I love that comment thinking about is this a trend in the fall?
And I want to come back to one of our recent strict frameworks around our 7 components of inclusive and equitable classrooms.
Again, not special education framework. It's one of our district frameworks. And what are some of those components that we need to think about as we're setting up our classrooms and then we get to continuously like left and what all students need when some students need what we feel.
And I, before I was trying to memorize that I had and then was really thinking that we have it up on the wall in here too.
But I think about each of those pieces of teaching social and emotional scope is one of our foundation that happens for all webinars.
That's one thing, those relationships, best practices, but then the routine, those routines at the start of the year, all students are learning newer teams and for some students.
They need maybe that a little bit more. But I think this framework really helps us come back to maybe the routines for students to learn the routines in the new classroom, but also maybe the proactive routine of there's times when a student maybe feeling that's regulated and we're going to transition to this other learning environment because we know that we can pick up the book.
So that framework kinda Awesome. Well, we have. Just a few minutes left it's 5 27 Good luck a few minutes on there for us to kinda have a little window of adding something in there so that we didn't go over and I would have there any closing questions that we haven't, another 3 min, but I just.
That I want to make sure that everybody kind of gets their question out or statement or something they might like to see or an idea or Anything?
I would like to go back to the scenario A in that. When I was looking at the AR guidelines earlier today, he's always said it's very So.
And. Like with the scenario of the student having to read an article and then write an Do we practice that regularly?
Cause that could also go for, you know. I. The bias comment against LGBTQ.
It would be helpful that parents know that that's what we do because we, you know, we've received.
Information in the past saying that we don't have a policy, that Hello. Says what we implement, like how we implement the, a policy, which is what the AR is.
And then the other question I had was. That's the first defense. Do we have like a tiered level if this is a repeated offense from the first for less students?
Change that, education. And that's a great observation. When even the AR as we work on it comes as a sample AR.
So if you look at our AR, as we work on it, comes as a sample AR. So if you look at our AR and then you look at or back on it comes as a sample AR.
So if you look at our AR and then you look at orth back on this or, you'll see a lot of similarity because they're all drafted by WSPA and their attorneys is guidance to school districts to make sure ARs don't create problems or school districts are there to help you think through things together.
But it is a space where you could add, we could add some more specificity. And put some friendlies and parentheses around.
Where we speak to education say for example. Watch a video, do some research. And we could make ours a little more specific.
And if we're posting. A hyperlink to this scenario. You can, as Chair Taylor, take someone to, well, let me see how that plays out.
Give me an example of how this AR plays out. Because of the way you'd have AR spoke every.
Situation, you can't have that many AR. So it is a little general so that it can kind of get guidance to many different situations.
But an example could help with that. So certainly in that in that place in the AR where it talks about there'll be some educated response.
But this is there and give some examples. And then by having this hyper like that could also help. And what was part 2 of your point?
Oh, different. So, 3, 3, IS, different than the app first because it's no educated.
This is looking at that and it changes the scope of consequences. This is looking at that and it changes the scope of consequences and sometimes changes the the app first time because it's not educated. This is looking at that and it changes the scope of consequences and sometimes changes the way the students will experience school.
You know, in terms of we have to give something to interrupt this. So yes, and there's things called the safety plan and we consider places language something that with, you know, involved safety plan and its safety plan is not good enough.
It's, so yes. And it's something where you can't do it as simple first time this second time.
This because it's a little more complex, which is why we kind of chose to write this. With considerations for what I'm going for, it's an unequivocal yes.
Yeah, I just want to confirm what Barb was saying is that There are places that will set up, first time equals the second time.
He would really have some strong considerations around not having something so formulaic. Because context. It's so important to the situation.
There are so many things that could be.
Around a certain context of what happened that may.
There are so many different contexts that arise that may make you, this is only the first time, but actually.
This is so serious that this requires us to be. More firm than we have said or the context of this person's disability is so.
Profound that We want to take this in a different direction and work in a different. I mean, there's just so many things to consider that.
There are some downsides to being too formulaic in just the first events second events, but yes, the context of.
Knowing whether or not this was the first time one of the things that we, looked into last week was making sure within our state information system that our administrators can see as students go from ability to vote.
In history of students and they can. Parents who maybe whose children weren't involved. They want something to formulate.
Until something happens with their child and then they really do appreciate that we actually sat down and we listened. We heard when they were going through as a family.
Considered their child. Consider the situation. And didn't just immediately shut down all those avenues for conversation and say, well, it doesn't matter what you say.
This is what they're all saying. Because I think everyone wants some cycle, but human response. It doesn't mean that there is a discipline or consequence, but they want to be heard.
They want their opportunity to speak. Wherever they are in that process and then they're grateful that. It isn't just.
No, I don't know. I'm not able to really type formula. I'm not in favor of a really tight formulaic and if I understand the problem.
And if I understand the problems, but the more subjective we get the more. Potentially introducing the system right where we say, well, that's everything.
Good, you know, right. I think the more we have a group involved, you can. You know, there's checks and balances in there.
I said one person subjected, and there's more people to say, hey, I don't think you should.
Go this way or that way. Alright, well, I'm going to wrap it up with, important dates for the board.
February fifth we have another regular meeting Well, we have another work session. And I'll let you guys just go through the rest.
But