October-7-2019-Regular-Board-Meeting-segment-3
[00:00:00] Bring the says would you like to be a recess helper? Would you like to give up one of your recesses to help students? Learn how to play games correctly so we can move that pie chart to be a little more balanced or move some problems off the younger recesses. And when I was there, he was already we kept getting interrupted by older students coming in to apply to be a recess helper to apply for the training program and the other thing that they learned from their data Gathering was that.
It's not just recess as a whole it's certain parts of it. And a lot of the kids were being a little competitive playing GaGa ball. And so the fifth grade bleeders also put together a video to teach the whole school how to play a goggle ball and it has student images in this. We're just going to shit play you a short clip, but this is all student designed and created.
So if we can just show. In seconds or so of it.  the game begin.  [00:01:00] and it is student narrated. You can't hear but they're going through the rules of their hits it.
Students must slap or hit the ball with an open hand. No throw.
If the ball touches the tire how to play how to resolve conflict and that just we wanted to show it as an example. You know collecting this data really? Like I said isn't meant to tell a negative story about a child, but it's meant to think how do we reframe our work to provide our support to best match student needs and I can guarantee that when we come back and look at that graph.
We're going to see a lot less problems with GaGa ball and a lot less problems at their early Recess Recess as a result of collecting this data and sharing it with students and liking their their expertise to so just wanted to end on that really positive note. I just wanted to [00:02:00] end on the all summoned few because this is a great thing about the all one of the things that you often hear.
When a complaint might come forward might be more about a situation involving a particular student that was particularly escalated and something that has really struck Us in terms of as we meet with principles. And there's always some kiddos. There's always some kids in that few. You know, there's always some kids that are needing some extra support and some really intentional wrap arounds of our best thinking around them, but it's not the same kids every year.
That's what's really exciting is we're really noticing and keeping track of when we really put those around this year. Most likely the students were going to be thinking about the next year. Those aren't the same students because those supports are working and they are developing more skills, and they might now be more in the some situation instead of the view or maybe all the way back into the all so, thank you.
[00:03:00] monster questions to staff.
Yes, go for it. Thank you. I feel like this is very responsive to our community and to a number of the public comments that we receive both at meetings and then electronically as well. I. Appreciate the time you spent to give us examples of what you're being done as well as the framework.  One of the questions I think data Gathering is important, but I'm always worried that it becomes part of the students records.
So if you could just speak to that. I appreciate you [00:04:00] bringing it up and I can't.  Around the same thing here and that's why I really expressed that. In fact, we had to just this morning for about 45 minutes. Dr. Downs was asking some hard questions about that and that's why we really are calling out referral form a draft.
We're in trial phase. We're going to see how it works for really going to assess. You know, what are the impacts on a school community in you? I think we'll have more information for you going forward. You know, we've always collected required data for the state around suspensions and things like that.
But we have a lot to say on how we collect this type of data. So we're going to be just really careful in reflecting as we go to make sure that we're seeing the very best in students and bringing it out. I think the other thing is that people if.  There's some other forms out there. For example, there's what's called a student incident for.
Incident report form that's really for [00:05:00] insurance. If a student were to get hurt on campus. It's for pace and our insurance folks and but if they if people don't know where else to note something, sometimes they'll put them on other places. And so we're trying to you know, how do we streamline and give people the right place to document things, but we're also incredibly.
Trying to be very thoughtful about that. Same question. We share that concern.  The judicious use of this is really important for us and it's also why we go slow in these things. What we're finding is it's also a tool we can use to maybe dispel a story out there around. There seems to be a lot going on in one particular school or on a certain group of children.
And when we now can track and look at something we can dispel some of that may be [00:06:00] misunderstood frequency. Like actually it was only two things that happened maybe everybody's repeating the two incidences in different ways. But we've collected that data now in a common tool we've always collected that information now, we're just using a common tool across all of the schools.
So that we can look at it as a district-wide instead of trying to grab separate kinds of documentation from each School. The other thing is it's kind of acknowledging that this is our key. This is our key work of teaching to so when we really view these situations as legging skills. It's the same way if we have some mathematics assessment data.
Were you know, we're careful more judicious judicious about that, but we're if we really believe this kids are learning and this is part of the learning process. And so how do we not make it labeling or punitive? But how do we think about it in the same ways that the other way that we gather notes [00:07:00] about students learning because this is a really important part of students learning.
I asked a question about the turbo assessment school has this been this given to a certain team at the school and have has each School answered.  This can you just explain how this was used a little thanks for asking at our administrator to treat all the principals assistant principals.
Instructional coordinators student services staff leaders or attending that it's a multi-day retreat in the summer. We plan we go over our goals for the year the district. And part of that time we chilled out specifically around student Behavior. So the school team huddled up together for a large chunk of that time and student service staff joined them [00:08:00] are and Barb and Jennifer and I joined them Kathy joined a team for the purpose of really sitting down with that and reflecting on each of the components of that.
So it was a tool for assessing what's in place. And what do we need to focus on as we design our school work planned for this year? Okay. See you so teachers were at that and had input on. That particular time that was just it was just administrators. Okay, and we'll teach yourself an opportunity in the schools to make comments on this and really astute question because the very first piece of research that comes out and many of the things that we read says you need a leadership team at your school.
So what is happening in different formats are leaders who did this plan are now bringing it to their leadership teams looking at the data and that team is helping them craft. You know, how you. July's it or what our next step so the team may not actually use that tool. I can't speak to no, but in some way they are having access [00:09:00] to the plan and having a voice in cracking it we know that's crucial.
Yeah. I mean, that's just. Okay, just being a former teacher myself and knowing that our teachers are the ones on the front lines handling the behavior. I want them to have that opportunity to give share their input. Because they know the Practical things that they need to assist them. And so then on that too as well, I know when I was before I was on the school board just attending and listening to some of the comments that I heard last year that a lot of concerns.
I heard from parents were things like, you know, they would discuss classroom clears and they would discuss communication with parents. And of course, I know that there's. So what's the word that I'm trying to think of right now? You know, we can't share certain information with parents, but there is certain information.
So I'm just curious how when there is an incident in a [00:10:00] classroom if what how that is communicated with parents again keeping with that transparent that goal of transparency. So that parents feel like they know what's happening at their school and I may have missed it when you presented that but that was just something that I remember hearing that parents want that.
Parents said it's a really good question is when we're giving ongoing thought to also I would start by saying we've heard the from the community and from the research we need to do a really good job of collecting data. So this what we've shared tonight is kind of a really bold and strong step forward in doing so when you start getting into some of the more specific like a when we need to clear a classroom, which.
Is really really rare. It happens, but it's really rare that we have to take on an individualized. Case-by-case basis but we have to be careful to protect the privacy of all the students in the class, but I will say, you know, if we know that a child might be impacted, you know, but by Behavior [00:11:00] another student, of course, we're going to contact that parent and work really closely with them.
But what we've learned is that just a blanket piece of information just gives a part of the story not the whole story it almost raises more concern. And then it then it resolves. So we're really looking at case-by-case basis and trying to make our best judgment to build trust with families. But to make sure each family feels like you're a little triangle of parent administrator and their child that that's really strong relationships.
Are there while also moving forward on some tools to begin to collect some school by data that helps show, you know, if those are for infrequent and what we're putting in place to making them even less frequent over time. Give just add that our work around restorative circles and practices has really come in to support in those rare instances.
When that happens. Not only the small if it was a small group that was involved to bring them together. But also if the whole [00:12:00] class was impacted to have a circle whether that child is there or not to be able to say something happened today, and we're just going to have an opportunity to talk about.
And often just letting students share their feelings about what had happened as well as often, what they do is they go straight to wanting to care for each other and sometimes that child even and then acknowledging that we're were classroom culture that values each person and. How do we continue to make sure this person feels a part of our group even though this situation happened that could have felt upsetting or concerning at the time so we have found that our practice with restorative circles is actually really come in to benefit us in those very few instances where that's happened.
So part of the data that you're collecting is part of that like if a classroom is cleared that is part of the data that gets. Collected the data that what that [00:13:00] is. We are collecting that data that is not as formal as this tool because this is really about individual students who get referred. So we're starting with the referral tool, but you know for a child that.
May have frequent, you know behaviors that are of that nature. There are likely so many things in place that data collection is just has been an integral part of how we've been supporting that child as part of its overall Behavior plan. So it would be collecting data through that personalized plan as opposed to something that would be more of a school-wide data collection.
Okay.  It's likely in that few category where it's so few and it's a student. We're likely already watching we're aware of and supporting and as dr. Pryor mentioned if there's already a behavior plan in place, then that's just some of the data we're collecting with that. It's not likely those are happening and they all category.
We're creating an all system for the whole school. We have whipped [00:14:00] practices that we're all aware of and there's trainings around certain aspects of it and ways to restore Community but in terms of that specific child there. Most often can't I can't think of a single situation where they're not in that few category where there's a lot comprehensively already going on.
And and one of the things that has been challenging I think for all of us to be able to respond, you know, well because certainly we all want to be clear and transparent but there is so much context and so, you know what one person might can call a room clear another person might say well we were coming in.
From you know music we were going to go into the room and the student was they're having a difficult time. So we decided to move on to the library and we'll come back later. And is that a room clear? You know, there's there's a lot of there's so many nuances and different pieces. And and so we're really working with the teachers around the best ways to.
Keep [00:15:00] learning going for all kids and being very responsive. So I hear you about like how often is that happening while even what that is sometimes has a lot of nuance to it. So it's it's it's rare. We're certainly hoping that this other system of just keeping track of when students have escalated behaviors in general will help us narrow that down a little bit more.
Thank you. Has there been any efforts to Define what a classroom clear is and then count them and if so, what number are we at? And what's the definition we're using? We're not collecting that data in this way the count classroom. I'm just concerned because you said it's extremely rare, but my two youngest kids both reported multiple classroom players last year.
And so are my kids just really unlucky or are we the word rare being used in a way that I'm not familiar with and how do we know if it's rare for not counting them? Yeah. Well, it's something that we can definitely go back and [00:16:00] research I think of something I should have said because the data, you know, if we are collecting data on students that were worried about.
And so when we have an inkling that maybe it's not as rare as it should be we can go back and research that and I'm not even for cluding that we won't continue to refine our plans if there's something that we need to collect what we share tonight was just sort of the where the research says you should start.
And try to be proactive reduce as much as you can and then look at what you might need to refine to tooth like that but we can go back in and certainly research that we have a - I think what's being talked about here is is that kind of framework in place to handle most classroom situations, but what I'm hearing from the community is what about the worst classrooms what happens with the worst classrooms in the most problematic?
Children's classrooms. How is my child safe from that and I didn't really feel like nice presentation really addressed the worst-case scenarios [00:17:00] and the kind of people that find themselves with children in those classrooms.  So one thing if I make can you go back to the slide about professional learning?
It has a
little like Mountain thing on it. There it is. So one of the things that when we talk about more significant or serious behaviors, one of the part of the strong research out of University of Oregon is around what's considered what's called this escalation cycle. And so. Understanding that when a student really does become escalated.
There's sort of a predictable way that that may play out and then you think about so when we get to that planning for the few when we have a student that we're really concerned about their behavior, then we are going to really [00:18:00] using those seven components. Think about the environment. We're also going to look deeply at every piece of data we can gather about who that student is and look at what does this look like for them?
What how how do they look when they're calm and engaged what might be those early things that might show the student might be beginning to become a little disregulated and understanding what those are is where. The magic happens when we're getting to you know, this big acceleration or Peak then.
We've sort of lost the good learning moment with that student and likely with other students around them. So we are deeply committed to working really hard at identifying this escalation cycle what that looks like for that student and what staff can do back to Christy's point about teachers. And para Educators and folks being on the Frontline really understanding when that [00:19:00] student is Cam.
What are those things that most likely make them continue to feel common engaged? What are those early triggers so that we can avoid that happening in the first place? That's where the high leverage work around students who maybe are having more significant behaviors where the research-based really good work for that happens.
So that is something that we we. That very seriously if a student has escalated and again, sometimes other parents in the room might not hear what those other components are, but we're bringing teams together. We're Gathering data. We're getting observations in we're saying what does that look like and what should staff do at this moment we have student.
I was working with words just starts their pencil just starts going it starts going it starts going faster. It starts going faster and then pretty soon after that. If you ask that student to do something, you know, we're way up the escalation. Michael and no teaching and learning is happening. So our real emphasis is how do we [00:20:00] get in that preventative work and then teaching those skills about how to handle those things that were triggers earlier.
So that's where the research based real work happens for students that may have more significant behaviors and there's a lot more to it than that, but I thought that might be a good visual to think about that. So just if we're counting, you know escalations it's that will be part of the data, you know, those will be in the.
For all data that were counting overall, but the work to happens to change that is really understand who that child is and what it is for them that will help them avoid those triggers in the first place. Does that help at all?  I think this question of I'm really intrigued with this question of can you define a room clear and if you can Define it then?
Let's quantify it and we try to do that ourselves, but there's often times we start to describe the situation that we say. Well, would that be a room clear? I mean really what the teacher did was notice a [00:21:00] trigger and help avoid something before it got somewhere. And is that something negative? Or was it a positive teacher move using the room as a tool just like you might use a text as a tool as a strategy.
I think the idea of we're coming back from music and we're in line and something's already going on. So let's not go into the classroom yet. Does that constitute a room clear? And then there's a very visible maybe one where there is learning going on in the classroom at a typical way and a student.
Gets to that teak and then for the safety of it if the student won't come out with us, then our only other alternative safely is to remove the class for period of time. So then what constitutes is it they left for two seconds or five minutes and. That's that definition isn't given to us by the state or I think it'll make working working with I think you might be making it too [00:22:00] hard.
Okay, when parents are talking about room clears, you're talking about an event that their child is aware of so if they're coming back from. Recess and the child in the classroom and he's agitated. So they just seamlessly transfer into the library instead of for early Library time. I don't think any parent would call that a classroom clear.
They're talking about linking when a chair is thrown all the kids are frightened and they have to leave the room wait in the hallway to administrator comes and escorts his child to a place of safety. That would be room clear because a child. Children are aware of it and upset by it but I think would be helpful just to have an idea of how big the scope the problem because we as the board members we hear about this a lot and we don't really have much information and go back from the community and talk to people about this and say it'd be nice to so say look this happens about twice a year per school.
It's not a huge issue. Rather than is happens on average four times per classroom. That's a lot different of an issue and it'd be helpful to talk about that. And also those ones are describing that latter one we do we do keep track of those we know those because there's a lot going on. So we have [00:23:00] that data, but we do hear from parents about the subtle ones to about ones that don't get to that extreme we hear about.
You know something distracted my child didn't get to a class or I was a volunteer that day but there was a different plan. So we do here that range maybe the ones you heard, you know, and the ones across the state, you know, we heard last year of crisis in the classrooms disrupted learning where maybe those more extreme ones.
So that's the part where I'd say if there's going to be a definition, you know. Maybe the one more defined would be the latter but we ought we do get sometimes those wonders about something that only involves a small group of children or an activity that didn't go as planned. They do without as much disruption without identifying children could the board of access to the numbers that you're talking about?
You'd have no we'd have to tell you children. You can just tell me number of incidents. Oh, you mean like just quantify [00:24:00] how many of those type of did you know how widespread of an issue this is or how not widespread it is?  I think we'd have to go back and not think about I think we will have big we could do that in the future.
I haven't I would not say we have been keeping that because we haven't this was part of the whole purpose. The North Star piece was to get some common ways of keeping data across buildings because it's been different building by building. We have it if you went and asked each principal tell me about the students were it happened there's individually, but we don't have something collectively that now we do with pulse.
Okay. Can I pull my boredom with this information be helpful to the rest of you or am I on my own here? As I'm sitting here is your your chair who plans agendas? What I've been hearing is I think this is a presentation tonight to let us know the moves that are being made in light of just [00:25:00] Behavior information that we've been hearing District wide and it's some moves that are being made to address.
Issues kind of before they began but I've clearly heard at least two board members as we were sitting here saying, you know, what I would like to do some more learning around this actual classroom clear issue and the frequency of which it happens, so. I've essentially heard that two people asking for that and so I would look personally to put that on an agenda where we can have more learning potentially in the future around what those definitions are and what that might look like or if that data is not already available.
Could we look to make that just track it and know more about it? Is that seemed I guess my question to the board would be. Do you want to make this a topic on at a public meeting where we bring information or would you like it as a fireside chat where you could get more [00:26:00] context to help you understand?
It's two different avenues for learning.  Once you know to have this just as a stand-alone Topic at a in a public meeting without a lot of context that we can provide you because of the confidential nature of a lot of that data which classrooms the context. Could potentially create it in a reductionistic kind of a conversation that singles out or seems to admonish children who are struggling at that time who will likely not be the same data this year.
Because the strategies have worked they've generalized their behavior. They've learned and it's not the same children that were working with. So there's just a caution. I wonder about a board asking to know publicly about specific information around behaviors of certain groups of children, or you could take it offline in a fireside chat with dr.
Spencer I am. And then really get into more [00:27:00] depth around the circumstances and the context that I think would get you at the same place, which I think is some talking points that you feel comfortable with or have a better understanding when you're engaging with the public. I think you'll get more information in a fireside chat than a public meeting.
I think the others I do. I feel like I kind of need to push back a little bit on that only because well certainly we don't want to leave any child or classroom vulnerable. It's already out there in the public. And so while we wouldn't want to expose you and I think we as board members. I mean you could have one classroom clear, but we can get multiple letters from parents or concerns parents and it was one but you know, there's.
25 kids in that classroom. So and then the classroom next door is heard about it too. And so I think for us it's hard to get a frame of reference when we have public showing up here in our audience saying this there is [00:28:00] this feeling like oh this is happening all the time. And we don't know and we're asking you to tell us it is this happen.
Like what is all the time? Is this really just you know an isolated incident, you know, or is this, you know, what on average across our primary schools. You will see five classroom clears a year across all grade levels or you will see approximately 10 across all I mean, I feel that there is a way to start to address like that ideology of it's happening all the time.
In more general terms so that we as we sit here have an understanding of what that is and what that looks like and I think that is important that your public knows to I mean because they're the ones who are bringing it to our attention. So I think at some level it needs to be a public discussion.
Yeah. Earnest this is from my perspective. Not a student issue. This is a Personnel issue [00:29:00] and so my concern with bringing data is what I'm interested in is what is the ministry leaders doing about the fact that maybe you have five room clears this year and teacher excess classroom, which becomes an issue.
We should not be talking about in public and in so what I'm concerned is about what you're doing and what I hear is what you're doing. And you're teaching teachers.  On how to stop it from happening in the first place and to do that by knowing individual students in their classroom. So for me, that's what I'm concerned about and I want to hear.
We're doing that teaching when we see it's not resolving. We're doing something with the teacher. That's my perspective on this. This is why I'm concerned about that data coming forward in a public meeting because for me the data isn't about the students a date [00:30:00] is about the teacher the teaching.
And the adults in the classroom.  And I think the data is is important and I think that we can discuss the data without identifying particular classrooms or particular students or teachers or administrators just to have the raw data of knowing how big of a problem we're dealing with and I think part of that discussion is what you mentioned what we're doing and also if it's working it'd be helpful to say we have student X here who caused this many disruptions.
We tried these interventions and now he or she is down. You know one this year that that would be huge, you know victory for us and but if it or if it's a situation where this child had five disruptions, we tried strategies one, two, three, four five none of them work. So this is what we did just for the public and I think this is I want this to be in the open because there's this last 12 months has been more of an issue people I talk to you than any other issue and so as much as we can I would like to have the conversation in this room rather than in a [00:31:00] closed door.
Be thoughtful about how we do that but I do think it also goes to you Dylan always asks the question. How do we know that something's making a difference and if we sit here and we don't even know the frequency at which something is happening. How do we know if this is making a difference? And I think they go hand in hand some and some I understand that and I'm really excited about having the common data system across primary schools because I believe that will begin to help us answer that question.
I get a little nervous about talking about student X, we tried five things and then we're here with student and then we saw this that sounds very student-specific. Very who was the team were the staff behind that so I [00:32:00] trust our board members to I think you're asking the questions that you're hearing and I appreciate the conversation around.
How do we find a way to help continue to engender confidence that we are doing the right things, you know beyond sharing. We've done a lot of research. We believe we're pulling out from the right scenarios in terms of what's out there and what should be most high leverage practices. We have more stories of success.
Then I could I could Dazzle you with kids who are doing. Amazing things who may be in kindergarten and first grade had a real hard time holding onto those little bodies that are doing, you know, incredible things as third graders and fourth graders, and that's some of the context that I think dr.
Ludwig was talking about that. You won't be able to get in a sort of a generic we had this many incidents across the district on the other hand. I see a value in [00:33:00] that as long as we keep it at a district level as soon as you get down school by school. I think we there's a lot of problematic things there.
So well, you know, we're happy to I'm happy to do whatever dr. Ludwig directs me to do from conversations with you. I think this has been really interesting and I'm also a little nervous.  So I'll meet with our chair and get some more thoughts about that. I it makes me nervous as well while you as a board are charged with transparency.
You're also charged to protect your students. And that means we sometimes have to say the public. I can't share that with you, but you need to trust that we're working on it and we're making improvements and we're working to keep children safe, but you don't get to know everything about what happens in a classroom or with a child and just a last story.
We had a pretty accelerating this happen a couple schools group of parents about this meeting with the principal [00:34:00] lot of emotion and in both situations. Finally a courageous parent in each group said, I think you're talking about my child. And here's what I want you to know is happening with my family.
We're working really hard on this their circumstances that we know. I'm sorry my child, you know is a disruption to your children. We're working hard as a family. We're getting outside help. We love our child. This is a wonderful School Community. We have felt more acceptance and what's transpired is then often tears in those situations and parents realizing that these are really tiny human beings were talking about and often numbers dehumanize.
The context of what's going on and in one of those instances that groups of parents made a support group just on them on the moment of actually what we should be doing is not demanding to want to know but asking how we can help you and it changed the whole trajectory. And how we get to that place.
I [00:35:00] don't know but my worry always is when we go to a reductionistic numbers place. There can be a tendency to dehumanize that these are children have been on the planet for only 5 years and they're all learning something and how are we engaging in conversation about them that could feel identifiable to people watching or someone who shows up that evening and believes that what the board is talking about is their child and how are they talking about their child?
So that's just, you know, always a cost. That's also your charge is a board to be zealous Advocates and Protectors of our children in these hard conversations as well. We want to give you the right information how we do that. We have to just do it very carefully. So I'll work with our chair to think about how we can craft.
Some information for you. Thank you. You can go. Yeah, go ahead now. Thank you for putting this together. And I appreciate the board's, you know level of interest and desire. Obviously, this is [00:36:00] something we've been hearing about from we've either lived it with our own children or we've been hearing about it from our community or we've been hearing, you know, the the little bit more hyped version and the news and so this is part of our discussion that we've been, you know pressed into four years and for me having the number, I guess I just.
Like what purpose does that serve I'm hearing you say so that you can make inform you can have informed discussions with people. And so I guess I just would can ask you to continue to think like what purpose is having the number serve for you and what purpose is having that type of debt data, you know, like what does that do for you?
If it is a matter of having just informed discussion is that the piece of information that you need to feel like you can do it? I guess I'm neutral on having a number on classroom clears. I'm actually a lot more interested in moving the dial on things like trauma [00:37:00] informed care and restorative practices and how we're teaching our people who are immediately working with the children how to do that.
Well because that's really complicated work and working with human beings is very complicated. We could give we could assign a number to their behavior. We think that you know, there are one right now just like we do at the. Although I don't think you got once often but you know, we could assign a number and say like, okay.
Well there are two and maybe next year we could get him a three and if we do x y z then probably we could get to them for and they're human being with a lot of complex variables. And so I don't for me. I don't know that a number is going to give me a whole lot of information. Potentially we could measure do we do these things into classroom cure clears reduce.
You know, so for me, I don't need that number. If you feel like you need the number I would just ask you to just be very clear about what purpose is that number serve for you and I appreciate the focus on training around trauma-informed care. I think there's a lot of [00:38:00] decisions that are just teachers are having to make in the moment and also they might be somewhere on that.
Yes that thing themselves. I know I am as a parent and any number there and any given. A and so how I respond to my kids system were a complex system here. And so they're making a lot of decisions in the moment. Around is this a trauma-informed care moment or is this a restorative practice moment?
And that's those are specialized skill sets and so I'm actually personally a lot more interested in. How are we giving them those skills particularly as I hear about our shrinking budget toward that and so that would be information that I would be actually more interested in. What are those specific skills.
How are we teaching them? How do we know that? We're doing it, you know all those questions that you ask around around that would I. Just respond to that with is to clarify why we want the numbers is I completely agree with you which is at the goal is to move the dial. [00:39:00] But you know dial has numbers right from here to here.
And right now we don't know what the Baseline is. We don't know how big of a problem it is or what it's going to be going to or this is going to work. And so the bigger question is I just want to know how big the problem is and if what we're doing is working and it is a better number to use to do that then classroom clears then that probably the number I want to hear but right now that's the best number I can think of to measure.
Yeah, I appreciate that. And I think that in the in the literature and in looking at reviews, there's usually two things that are big numbers that are used to measure. This one is overall office referrals. So the kind of data that we're going to be collecting or we are now collecting through that pull system that David was talking about and then the second is one that we're excited to move it be moving into in the future which is.
Some more about students self assessment around their social emotional skills, and how [00:40:00] are they involved in addressing their their learning teaching all these second steps lessons were embedding the social emotional learning in so many things that were doing and how are they able to be metacognitive about their social emotional learning skills.
So that's that's an. To do for us as we are thinking into the next year and to then have those metrics over the time to be gay be able to look for those long-term trends because what we know in this work is there's going to be you know, there's going to be ups and downs and what we're looking for are those long-term trends over time that are our classrooms continuing to be more and more where children are feeling more in control of their emotions and their feeling and able to engage in the learning.
And I guess my last thing they'll stop talking is I just really appreciate board member Fitch bringing up one of the other [00:41:00] cautions around this work is that we there are children who might. Display my act a certain way with one teacher and a totally different way with another teacher and a lot of that is some of the work that director Martin was talking about.
You know, how well. Is that person really understanding their work and that's not to blame teachers or teachers are amazing. But this these skills of working with all students are skills to develop the same way. We are developing the skills of literacy and Mathematics. So they're that. The other piece that we want to hold hold really closely as we move forward in this work, I would just add to Jennifer.
I appreciate the opportunity to share and think with you to the sense of urgency. You have around students who might need us the most. We totally completely have that to Jennifer and I probably talked daily early in the morning late at night about these particular students and our [00:42:00] tendency is to do just what I feel from you is to rush in and help solve that problem and what we continue to learn is that without these Tier 1 components being in place.
We're kind of chasing our tail and so the point of kind of laying the groundwork tonight. Not to abdicate, you know, the most complicated cases but to show that we're putting the foundations in place of number one, we minimize it and two it becomes less complicated to perhaps figure out. What does that child need?
What does that school system need because the foundations in place. So I mean what I'm hearing is just an invitation for further conversation. For sweet note the groundwork in someplace. Let's have a follow-up we talked about which is that tier 3 look like, you know and two or three is a word but just means like you know, what resources are we bringing in to Bear?
What tools are at our disposal? I think you would find that really interesting and it would probably be more meaningful because you'll see how it overlays these components that we talked about tonight. So yeah for me, I just want to say thank you for all of I mean, I know this all [00:43:00] of these things that you presented with to us take a lot of work.
And so thank you. I do I really appreciate and we do your right have to start somewhere and so my asked about the number of classroom. It's not because I don't need specific, but I want to make sure we as a district are tracking at so we know if what we're doing. Is improving is moving that dial is you know, that's just that that's where my question came from not because I need to know anything specific about certain children or numbers, but I want to make sure that that we're putting things in place and if things aren't working and we see that we know that they're not working because we have because we are somewhat tracking some sort of quantitative data that then we can make those, you know.
The different forms or whatever so we know to make adjustments. So that was kind of the spirit of my question. The other thing I would love to hear about it some point and I know it's partly in here [00:44:00] too. But just how we are coming just specific ways. And of course, I always like the bullet points or whatever and so I'm sure it's all here but how we're empowering our teachers who are find themselves in difficult situations just on a daily.
You know, what? No that where they can turn and what they can do so they don't feel like they're, you know completely out there. So I love I don't know if it's just drawing a bunch of this just more specifically that would be helpful for me. So I know that as a board member were standing behind our teachers feel like they've got that specific support and then the other what the other thing I would love to hear.
I would be too. I know we come around those restorative circles and things but just making sure that we are that we're meeting the needs of our kids who might have a might witness a traumatic event in the classroom and that can be emotionally scary to [00:45:00] them. And I know we all you know, we're concerned about all the kids were concerned about the kid who has who, you know escalates work.
I'm concerned to about those kids that don't ever say a word but then. Home and fall apart and we don't hear about that that is much and we don't collect data on that or we do anything, but we all know that that that's important too. So those are just some just some other thoughts that I have in my mind that again.
I know they're in all of this somewhere because I know you've done a great job of buddy. Just presenting it more concisely for me would be awesome. Thank you. I just like to say thank you. I think some of our gratitude for the work that you've you're embarking on especially in response to community questions around like what is our district doing when it comes to behavior and this is very this presentation was very responsive to that and very.
It's exciting and I feel like we [00:46:00] probably didn't properly Express that and their gratitude for that work in this discussion, but I'm very excited. I think about our work around restorative circles and how those are now. Kind of commonplace for students and a way for addressing issues. And when I saw the ideas around like the wellness corner with the teaching of coping strategies and I take that with prior learning I've had around the trauma-informed classroom.
I just I see really strong foundational skills being laid that our students will take on with them because at any given point you can have a day that's just a bad day and they will be learning and you know Primary School some of those coping. Skills that then they can apply even in high school. So I am excited about this.
I'm looking forward to the update like a year from now and we start to get the feedback and the you know, the 2.0 version based on what we've learned. So thank you both for the time and [00:47:00] energy you and your teams have put into. Putting these next steps in place and I hope that neither of you feel like I don't appreciate the work you're doing this is amazing work.
We I know we're leading the state in this area. I wish this work was done when I was a child me and my peers it's excellent work. I try to make sure that we're also being responsive to the community and their requests. So I mean, thank you both.  Just as a little bit of a summary of that with the Northstar.
This is actually I think really a useful framework what I'm hearing from. Potentially. The board is that data for improvement box and that process Clarity box as being two areas what potentially could warrant more information like when I hear you say what you know Educators have Clarity around the process and actions when a student's behavior is disrupted.
That's what I heard you asking more about. And I heard fellow board members asking about this we use data to help understand Trends. And so you already have it there and that's I think what I'm hearing say [00:48:00] we're interested in. What we will look to keep Gathering those examples of these, you know, as on the other side of it on the recommendations where it is exactly that that we know that each building needs to clarify those office versus teacher manage Behavior.
What process to follow so teachers know and that there's communication and follow-up support given after those were three things that came out loud and clear from our teachers survey that I think aligned with what you were saying and so right now in that turbo assessment, every building was saying like, where are we with that do we have a good process?
How do we need to engage our teachers in making sure that's clear? So in that messy constructivist way that we do here in Westland Wilsonville. We say these are the things that need to be in place. But now each building is kind of making sense of what will that look like at Beckman Creek or at would Middle School?
What will their process B but everybody's got to have a process and it needs to [00:49:00] be cleared all the teachers. So we'll look forward to coming back to that with you. All right. Thank you. We're gonna keep powering on through if that's okay. All right, and we will move on to the enrollment update and dr.
Ludwig.