Board of Education Instruction Work Group & Special Meeting 3/5/2018

I’d like to call to order the Madison
metropolitan school district board of education instruction workgroup meeting
for jet for March yes they v somebody help me out here and the first order of
business is public appearances and we have one public appearance and it is
Chris Carew C so Chris you know how to do this make sure the green light is on
let me know when you’re ready and I will start the timer all right well thank you
so much for the opportunity to speak tonight
um I’m in my fifth year as a middle school parent at Jefferson middle school
I’m I’m also very active PTO member and as a result I have nothing but deep
respect for middle school teachers they’re really amazing people and it’s a
tough job and in my time at Jefferson I have seen that one of the biggest
challenges we face in our Middle School’s is retaining teachers I’m just
speaking from the perspective of my eighth grader right now she has had
three different art teachers in three years last year she had two Spanish
teachers quit in the course of one semester and then had a long term sub
for a semester and then was really behind in eighth grade there’s been
tremendous turnover in special education and we have friends all over the
district this isn’t just Jefferson this is a district-wide
issue and as a result I think it’s no coincidence that our middle schools
continue to struggle and we continue to see kids not achieving the way we want
them to at this level we’ve thrown a lot of new initiatives at our middle school
teachers in the past few years these include new math and language arts
curricula the BEP DLI new approaches to academic and career planning and it’s
not that’s not helping either if anything else I think our teachers are
dealing with initiative fatigue they’re tired and they’re over stretched so
reading the plan for the middle schools over the next three years on top of what
we’ve already done we’re going to be adding block scheduling
interdisciplinary learning project-based learning new report cards and a new
science curriculum and some other stuff and all of those things except possibly
the report cards sound really good but it’s a lot it’s a
a lot to ask our teachers to do in three years um I really do appreciate the
sense of urgency about trying to improve achievement achievement and improve
engagement at the middle school level I’m having kids there I know how
important this is but I’m kind of concerned that if we go too fast this
all might just fall on its face and not work you know think about 90-minute
periods in middle school and if the teaching is really engaging and exciting
it could work great and if the teachers are too overwhelmed to actually shift
how they teach fast enough it could you could have a whole bunch of bored kids
squirming and yelling and causing trouble um my daughter’s a fiddler and
her fiddle teacher tells her to go slow to go fast this means that in order to
become a good fiddle player you have to like start out slow and listen to all
your notes you know where you’re making mistakes before you speed up and play a
fun little tune and I would take that that is advice for reforming how we do
middle school maybe we start out a little bit slower so down the timeline
make sure we’re not playing any wrong notes before we just dive into this and
and change how we’re doing middle school so it is more engaging and hands-on and
and exciting for our kids um I am concerned about the report cards I
don’t know exactly what you guys have planned but talking to high school kids
there is not a lot of interest in moving to standards-based report cards at the
middle school level I think kids would actually rather practice having a high
school type of report card when they’re younger when it doesn’t count so when
they get to high school and it does count for college they’re practiced
thank you very much January 8 2018 mr. second moved in a second Laura your
advisory vote aye all in favor aye any opposed that passes
seven nothing and the next item is the adolescent learner of update slash
middle school reform introduce that’s all right TJ all right awesome we have
Cindy green and is Marcy joy yes I wasn’t sure it’s up to you guys all
right come on up excellent and Lisa quiz that of course
has everyone met Marcy yeah um I think we should do a brief introduction then
before I pass it over to Cindy to talk about what’s going on with middle
schools Marcy do want to say just a little bit about yourself
sure hi I’m Marcy Sorensen I am the new ish executive director of argument
instruction I’ve been here since August I’m prior to my arrival here I was a
high school principal in Chicago for ten years before that an instructional coach
for 23 schools in Chicago and spent 11 years teaching high school middle school
social science to kids in the district they go to Olson go otters and I have a
husband also who works for the district so I’m super happy to be here
see we’re happy to be a part of the team and I look forward to working with you
guys all right Cindy do you want to bring us up to speed this will be a very
short presentation everyone just a quick 5 minutes open it up for questions yes I
know we have a big agenda for tonight yes I’ll go fast but not too fast so I’m
excited to provide an update for you around where we are around our
adolescent learners and the adolescent learner project if you have a memo and
you have a matrix that kind of outlines where we are I think that I first want
to say that we are in a different place and I think we thought we might have
been at this time when we are in this work last year so we spent a year as a
reminder gathering feedback and having focus group sessions with over 600
stakeholders and we took all of that information and we’re going to develop a
very robust plan for this year and what we’ve learned this year in the work is
that we really want to do some solidifying of some foundational work
first with our middle schools before we think about larger innovation and
acceleration so a reminder there’s kind of five areas that were identified its
curriculum and instruction its scheduling practices it’s our school
structures it’s the school culture and its systems and so those are the five
areas that we want to spend the next three years really solidifying however
thinking about potentially varied pace for our schools based on where they are
with readiness knowing that at the end of three years all of our schools will
have these foundational components in place simultaneously we’re also thinking
about where we’re going to go with the next strategic framework and the next
five years and we see that as an opportunity for our schools that are
ready to accelerate and/or feel like their readiness to move faster they
would have an opportunity through that new process to potentially think about
innovation in a different way or above and beyond these foundational components
so really try and solidify the foundation over three years across all
12 schools while also recognizing that some of our schools may take advantage
of where they are in the process to think about innovation through our new
strategic framework starting next year and so I am going to orient you real
quick to this matrix and just talk about the main buckets of it and allow time
for questions and also time for Marcy if she wants to add in so what you’ll see
is over the next three years we have these four categories that combine
school structures and scheduling because those two pieces really go hand-in-hand
and the things that we’re really focused on are longer blocks of instructional
time and thinking about small learning communities with advisory continue to
strengthen our curriculum and instruction our core options are
accelerated options for students as well as interdisciplinary and project-based
learning is one thing we’ve heard loud and clear
through the research and through our stakeholders that our adolescents need
our school culture the main thing that we really want to think about is how we
leverage youth voice and how we use youth voice to help us in our
decision-making process and then in the systems category as we just heard from
Chris this idea of a new reporting system we currently have this hybrid
model in middle school so thinking about a new reporting system in high school
and also thinking about middle school beyond the school day so it isn’t just
about that 7:30 to 3:00 o’clock time for kids but what we can do to take
advantage of some of our beyond the school day opportunities is there
anything you would like to add I think that you know I just want to really hone
in on Cindy’s point around strengthening core I think we hear that over and over
again from our parents and from our students about you know so what am I
getting in core and so it’s doing some really foundational work around
strengthening core and building up the tiered supports for our students who
need supports and adding those to the curriculum as well as the Tier one
extensions for our Advanced Learner’s as just part of core instruction making
sure that it’s engaging and challenging so the last thing that I will mention in
here is you’ll see that there’s a varied pace again where some schools may go
faster than other schools again based on readiness and then other places where we
believe all schools would do implementation and then the other thing
I would mention is that this matrix very simple and elegant there’s a lot of
details that you don’t see here and the pre-planning and all of the work that
would happen to get schools to this place but we wanted to provide this in
the sense that shows just when the implementation would happen at schools
either for some or all so that we could see again if this is the right pace for
our schools and if we are asking the right amount each year so I’m going to
pause at this point and Leslie said there’s anything you
add no the only piece that I would add and Marcie chimed in to be sure I’m
saying the right things but when we talk a little bit about integrated units of
study Marcie actually has an idea that she has been talking with teachers about
of what she’s hearing from teachers is that it what they want more say they
want they want to be part of the creation of these of these lessons that
are integrated and integrated projects so we’ve talked about really taking a
different approach to course alignment at middle school that more actively
involves the teachers we’re hearing that they want to actually be part of that
rather than just having something handed to them so really looking forward to
getting more teacher voice and some of that work to and building on the
expertise that’s part of our buildings okay useful attention
I know middle schoolers have shorter attention span and I do remember school
and classes to take quite a while I’m wondering for those who have some at
that condition those conflicts and recess your extent great captivate them
for that so yeah so I’ll start with that one ninety minutes is not necessarily
the longer instructional block of time that we’ve landed on for all of our
schools as a reminder schools are doing some master scheduling work this year
and right now we have some schools that have moved to a 75 minute and 80 minute
but what we’ve also done is rethought how those schools are delivering
interventions and how that instructional block of time paired with their cc
teacher is allowing for more targeted work that could happen and we believe
that when they have the professional training this will allow for more
interdisciplinary connections but the actual number of minutes for these
longer blocks of time right now is varied and we are going to be working
with the schools over the next few years to think about our actual scheduling
model kind of a big question and probably some small one which is that in
our middle schools currently there are kind of there’s a great variety in how
much is that transition from the elementary model where you have a single
or a paired teacher to a more high school oriented model where you have
where you go to different classes constantly and different schools do it
in different ways some you know most of them do some form of transitioning from
something very much like Elementary School in sixth grade to something very
much like high school in eighth grade not all but most of them do something
like that and I guess that how did these changes fit with those models and and
that transition in that kind of organizational question yeah so
so I’ll start look to Marci to add in so that’s where we’re thinking about
smaller learning communities and I want to kind of define what we mean by
smaller learning communities smaller learning communities is a small number
of teachers that share a group of students that are cohorted together and
also in close proximity with each other we haven’t landed on yet if it would be
a teacher that teaches two subjects which looks like that does in some of
our middle schools or if we have for teachers paired together one teaching
you know science one social studies one math in one English for that but we
would like to get to a place where we have students that are cohorted together
small learning communities a small number of teachers that are able to know
the students well provide to those students services wraparound services to
them as well I would say right now that our schools are as they’re thinking
about their master schedule and they’re developing kind of their philosophy and
their guiding principles around their master schedule many of them are
thinking differently about more of a junior high model that is kind of seven
teachers spread across the day and kids go to seven different classes and
thinking about some of the more transition supports needed in eighth
grade which is also where high schools are in
terms of thinking about more of ninth grade cohorted model or ninth grade
academy models where they also are rethinking what the 9th grade year looks
like so we’re really trying to think about that trajectory from one kids
leave 5th grade all the way through when they exit ninth grade no and I was going
to say that in addition to that what we’re building into the core curriculum
our SEO are in all of our core curriculum we’re looking to find places
where we can authentically add ACP into the core curriculum we’re looking at you
know average strategies and where we can do that for schools that may or may not
have avid so that those transit transition years are easier for kids so
we want to really support as much as we can
the growth from fifth to sixth and then from 8th to 9th the one last thing I’ll
say about the small learning community is why you don’t see that showing up
until 1920 because we do want to work with the schools in terms of those that
have made shifts next year learn from them and think about what the best model
for middle schools are and it might not it might be small learning communities
across 12 schools but it may not be the exact same you know like the exact same
structure at each schools based on context so I think that’s important to
know responding to comments great if not Anna’s next up in the queue academic and
Career Planning and social-emotional learning when I hear this combination of
small learning communities and cohorts and I see it in combination with
increased advanced learning opportunities I start to see segregation
happening and I start to see the loss of a genius classrooms and there continues
to be a concern that that I think we need to be hyper aware of how we if
we’re combining those two the second is kind of echoing some of what Chris said
and particularly my concerns and I might share some of these with Cindy last week
my concerns around the block schedule is that you know I’ve I’ve taught the same
class in 50-minute classes hour and 20 minute classes in for our classes same
material it’s three separate lesson plans that you have to have to prepare
and that’s a huge burden on people who are doing this five days a week changing
it and I really think that if we are going to be asking your teachers to
remake their lesson plans for new schedules that we really need to pull
back from other things as we do that and really prioritize that if that is the
most important thing we’re doing if it’s not the most important thing we’re doing
plan then then we need to do the other things first and pull back on that but
but but but but asking you know as are already harried middle school teachers
to invest in multiple changes simultaneously I I think I think I think
it will not lead I think in many instances it will not lead us to good
places not all and then I guess the final thing is that where I don’t see
here is well-rounded I don’t see much about language I don’t see much about
the arts I don’t see much about that and it’s implied in the Graduate vision I
think that that’s got to be really explicit because what we have seen with
some of the middle school changes in the last few years is that on occasion the
arts and the languages have been de-emphasized in a few of our middle
schools and not to the benefit of the school communities and there was
pushback on that there should have been so I think the dead and I see that more
prominent so I think through some of our master scheduling work that we’ve
already done this year and we’ve removed some of the barriers to the unified arts
and to world language by having schools rethink how they’re doing intervention
and so we’re actually finding through working on master scheduling with them
that are the access to unified arts and world language is actually going to
increase we were sitting in some budget labs today where we have some schools
that are going to be offering it every day and all three grade levels so I mean
we’re really hopeful and excited at the opportunity that that’s presenting that
looks and sounds like an improvement because because you know a lot of it is
it’s very catchy sketchcam and the other pieces and I’m just going to stop in a
second is that when students are an avid or student and particularly when
students are in invent interventions they have a choice between do you want
to do arts or do you want to do do you want to do the math intervention
and and I think that that is so I’m just gonna alright I’ll just comment on that
last part and then open it up for others so just as a reminder that is some of
the work that is do it we’re doing around master scheduling and no mess or
scheduling does not sound sexy and does not sound like that is like deep work
but it is like everything hinges on the master schedule and that is the work we
started this year and continuing to do it the other thing that I would add is
we are trying to detangle all of those as we as much as we can within the time
the student day that we have and we’re you’ve already started that work this
year looking forward to that implementation and just the last thing I
will say is it might not come out here so I’ll make sure it’s more explicit but
this idea of our unified arts we are rethinking that we’ve been having
conversations around what those courses should look like when they run what they
should be how we create 21st century we are going to had conversations with Anna
around some of those offerings also courses that meet our current adolescent
needs so that is definitely a piece of the plan so thank you for that yeah I’ve
had a question in regard for the small learning communities then well like
everybody in the grade be assigned to a small learning community or how are you
guys and then if that’s gonna be the plan like logistically how our teachers
going to be having time to meet with those students and collaborate with one
another so so two things one part of the small learning community one of the
foundational components is that teachers have dedicated planning time together
and second is that all students would be in a small learning community it would
be what many of our middle schools have that right now for sixth grade and
they’re finding great success and then what’s happening is kids in seventh and
eighth grade are doing this more June high model so they are rethinking that
but yes kids all students would be in a small learning community meaning they
would have a small set of teachers that they share they would have wraparound
services from student services those teachers would have common planning time
so that they can do interdisciplinary connections and so that
can have conversations around the shared students to really problem-solve around
students as well so those are some of the major components around a small
learning community yes Toki is one example that actually
shifted this year and has very authentic small learning communities at the 6th
grade level and is in consideration to do that for seventh and eighth grade
that’s where our schools are at different places and that’s where we’ve
been thinking about this idea of readiness where schools are already
situated well to move forward quicker than other schools and where other
schools that might take them all three years yeah so I’m happy to follow up
with somebody and my other question is just around all schools will begin to
implement improve systems to support MTS mm-hmm can you talk a little bit yeah so
so I’ll start again so our multi-tiered systems of support both for the academic
and the behavior side is really kind of just the way we do school how our teams
operate how we do problem-solving around students how we do problem-solving
around our academics and our schools are another place where they’re in varied
places around Mt SS we’ve had what we call mgss 2.0 for four of our middle
schools this year but what we want to do is ensure that as we’re strengthening
and changing up how we’re doing interventions and how we’re supporting
students we want to make sure that the school has processes and systems in
place to ensure that that’s supported and monitoring checks along the way know
if you want to add just as a part of teacher common planning you know that
those are the systems and structures that we would want to help teams think
about so how are we talking about intervention how are we talking about
our young people and what interventions were providing in class which students
do we need to accelerate which kids do we need to provide additional supports
for if there are students who are getting supports outside the classroom
how is that being connected to what’s happening inside of the classroom these
are really strengthening those communication systems within a building
um is really important to ensure that all of our kids are successful and when
you’ve been talking folks in the schools do they feel like
the capacity is there to have a comprehensive MTS I mean
MTS s system I guess because what I hear from folks is that we don’t have people
in place to provide the interventions with fidelity and it’s a concern
especially in the area of literacy and math yeah which is so two things to that
one we’ve been focused on MTS s as a system for a few years but we again want
to strengthen it and want to make sure that it isn’t just about the
interventions that it’s about the system’s the structures and the
processes that every team in the school puts in place I think the second thing
around interventions our schools again are in a place where they’re thinking
differently about the service delivery model for interventions and when they
may happen in a longer block of time versus when that may happen in a
separate scheduled course and that’s the work that you’ll also see playing out
here in the curriculum and instruction column that we are working with the
schools around to think about the resource mapping that needs to happen
and where the people need to be our conversations around where our CC
teachers are situated and when is a really big part of that conversation to
be able to support that yeah thanks could you just clarify what a small
learning community is how many students are in it who gets in it who decides who
gets in it are they together the whole day and that type of thing
briefly sure so yeah how you do that yeah so I’ll start by kind of helping
define how we envision a small learning community so a small learning community
is a group of students that are have a shared set of teacher so those teachers
that teach their core content areas that is math science English and social
studies so a small number of teachers and a small number of students share I
don’t there is no number but we would base it on the same way we do for class
size 25 kids times for teachers a hundred kids in a small learning
community isn’t every kid is in a small learning
community that is in the school so it is and uh how does a kid get in it’s just
the way you organize your school and the structures that you put in place the way
we’ve been thinking about it is the this the set of teachers that have shared
students so they know the kids well they can talk about the children well it’s
usually anchored in a theme or some common identity that that group has
together at Toki one group is called the pea pods and so the pea pods that’s just
who they are and how they think about some of their work they do integrated
projects together they do environmental education and and so that’s that’s kind
of the way that they are identified and they have an identity those students
then could go outside of the small learning community for their unified
arts right so that’s where they could cross over and share across so that they
aren’t just with that small group of kids they get to know the other kids as
well but within the small learning community again it’s where the teachers
share students they know each other well and they have the student services so
they have a counselor social worker the the wraparound services needed to
support the children in addition to the classroom teacher is there anything you
would add about that and I just don’t to add to that is that um they would
probably travel in a cohort amongst their core classes unless kids are
coming out for advanced coursework but it also builds a sense of community
amongst the kids something that we see over and over again in the research on
adolescent youth is that there’s a sense of community that they’re building and
they’re working together and they’re getting to know each other
promoting them to take academic risks you know and really learning how to have
student to student discourse engagement in project-based learning where they’re
thinking and problem-solving together so that’s one of the other benefits
smaller in communities that we see we do have another item on the agenda and
we’re only here till 6:00 Nikki very question of the issue of segregation how
are the classes provided how are how are the individuals are they’ve done it
rapidly what do you also do if someone has a pullout service whether do events
learning whether due to special ed how do you make sure they still fit easily
in the community yeah so we will be very intentional about that in heterogeneous
ly grouped is is how we do the small learning communities so it is something
that we will be paying close attention to a Toki again as an example the kids
are in there’s three small learning communities across and those students
sometimes are cohorted together where they go to the same class and sometimes
they’re shared across and they’re sprinkled across and then okay yep you’d mentioned a lot of work and
research that’s gone into this and I really appreciate that my question and
it’ll probably be a longer topic than what tonight is meant to be but I’ll be
interested in what are the models that you’ve seen where this is working and as
I prepared for tonight’s meeting I did quick a little research myself there’s
some very successful school districts that have implemented and are moving
towards looking at k-8 models understanding that middle school is a
challenge it’s not only what we’re seeing here in Madison but in many areas
so I’d be I’ll be interested in why we’re choosing these what specific
school districts you can point to that show that they have had success with
this why we may not be considering other models like looking at piloting k-8 in
some areas and and so that’s those are the questions I’ll really be looking to
go more in depth with unless you want to provide insights now that’s true
I don’t know if there is a shit so um okay I’ll just say a few things I’m Mary
okay what go ahead just as a reminder we can send it back out I mean we did a
best practice and research study on adolescents so not necessarily middle
school because we started out of the gate Mary asking ourselves the same
question we didn’t want to assume that a middle school was the right approach to
serving adolescent learners well so that’s why it’s actually called the
adolescent learner project as opposed to the middle school project so I can
resend that too so you get a flavor of what came up through that research and
best practice review in addition to that I mean we it’s interesting part of me
feels like this is just such common sense work right the the work that
Sidney’s laying out are just the best practices that any good school I think
especially middle school which we do actually have should be implementing and
it’s more about how to be sure of our schools over time I think the idea of
possibly innovating in some ways like with a k-8 school I don’t know if you
guys remember the long range facilities plan we threw a k-8 model on one of
those slides and that was purposeful because we think you know if if the
right opportunity arises in the Wrights part of the city in a school that could
hold it we think it’d actually be a really interesting option for our school
district so that’s the short version but more to come
yeah I’ll just add that I got yeah can I ask Jenna about the the research report
because I don’t expect as a board member that I have to read through all the
research but what I do expect is that there is ample analysis and research and
clear examples that show the where models like this even if it’s the
foundational work I have actually been implemented in a way that has made a
difference because I feel that this is a lot of work it
is a lot of change it and there should be that analysis and I know that you do
that right you don’t come up with these things and just well let’s try this that
you’ve done that and so I’d really like to have it boiled on but I’d also like
to understand what the what the no plans are perfect if there was one solution
out there our jobs would be incredibly easy so I’d like to know what what are
the things that we may have considered that we decided not to go ahead with so
as something that really that that comes to us not in a sales mode but in a
really thoughtful way of saying and these are the the risk perhaps these are
the things that we we expect could could go is that what I would really
appreciate at the next stage can you just say a little bit more about I mean
it what I heard is that next year is really all about strengthening of the
core that’s the goal right that’s sort of the big simple just trying to boil
down the spreadsheet can you just say what you mean by that a little bit more
what is that oh sure so so in middle school we have a core
curriculum in place and so we want to strengthen it in a couple of ways I’m
first of all give a really concrete example our current social studies
scopes in middle schools don’t really address literacy right and so in social
studies former social studies teacher we read write and think and we’re asking
our kids to be critical thinkers and so one of the examples of what we’re gonna
do is the to enhance the curriculum is we’re gonna have literacy skills into
our social studies curriculum in middle school we’re also going to because we
know that teachers do have a lot to do a ton and so we want to add in scaffolds
built in to the scope so that teachers see appropriate scaffolds for students
who may be struggling readers struggling writers and struggling with math we want
to build those scaffolds right into the correct
for them we also though know that we have kids whether they’re advanced
learners or not that could engage in some deeper learning and so we’re adding
Tier one extensions to the curriculum so that kids can go deeper more complex
more engaging now again those will be available for all kids they’re gonna be
built into the curriculum but we want to make sure that our advanced learners
definitively get those opportunities out of out of core instruction in addition
to that right because that’s curriculum that’s not a piece of paper right and so
what’s the professional learning for our adults right and so we’ve gotten some
feedback from teachers we’ve gotten some feedback from middle school principals
about the kinds of professional learning that they want for their teachers the
kinds of professional learning that teachers feel that they need and then
we’re going to work with them to meet their needs both in terms of
district-wide PD but also at their site in common planning time in their teacher
teams so that you know they’re really working together to really strengthen
their instructional delivery and design so is that coming from art the central
team here those curricular changes or so I would at what I would say to you is
yes at first because we want to provide models and exemplars for teachers and
for teacher teams but eventually our goal is to really hear our teachers at
least from what I’ve heard is we want to be more engaged and more involved in the
curricular development process and so what we hope to do over the next three
years is really give schools processes by which they can engage in teacher
teams to work on developing units and core curriculum that are aligned to
standards and then I mean it gets are we taking the opportunity to kind of build
in more culturally accurate and Gallivan absolutely interesting yes yes I mean in
general I’m really excited about the scheduling work just a we have such a
huge variety of needs that you know I am really hopeful
we will be able to better serve young people at all stages in all subjects
rate and language etc so I I hope that the output of that scheduling work is
certainly the ability for more flexibility in terms of access course
work Anna just really quickly in regard to the educator voice and the inclusion
in the development of what’s going on I would really push for that to be
included sooner than later because we do want our educators to feel like they’re
a part of this and this isn’t something that’s just coming down to them that
they need to implement I think we’ll see better results if they’re part of the
process okay J it’s okay I’m just I want to be
cognizant of time this conversation is just meant to give you a glimpse into
this work there’s no major decisions that are being made by the board and
next year well we’ll be strengthening core
instruction there are any major changes happening at the middle school level
even going into 8090 necessarily based on what’s on the grid we do have again
if there are no other comments another topic on middle school start time
related to middle school which we will need to the board to make a decision on
in the coming months and I’d love to give that sufficient in our time if it’s
okay with you when I take away from this is that we probably want to come back to
this sooner than we were rich and and you know that they’re 20 M 20 20
19 18 19 doesn’t look like ya a heavy-duty change one but this look like
planning for a lot of change Anna so I think that you know before that goes to
too much forward I think that coming back to this table where this would be
something that we did Lisa and I are trying to figure out on the schedule all
right sounds like a plan perfect they think you saying Gillian
and I will say that as a transition that one of the things you talked a lot about
planning time one of the nice things about the middle school start time
changes is that it will create box and planning time for middle school yeah
which we will talk about right now I love it I think both mics oh thanks yeah
– Mike surprise the one I love it and Mike hurting wore a very special and tie we’re thrilled that Mike hurting is back
to help us with this very important project so Mike Karen and Mike thank you we’ll go through this as quickly as we
can so as always it’s a pleasure to be able to speak with you so thank you for
that opportunity tonight we’re going to present a plan that’s doable in terms of
altering middle school start times and has the potential to prove outcomes for
our middle school students so we’ll get right into it I’m at the end I’m going
to ask you these three questions and so as you go through the presentation if
you can think in these terms other information that would be helpful in the
decision you have to make to move forward with this what questions you
might have and is the board interested in moving forward so moving right along
so having me here might be like deja vu I was here over two years ago talking
about middle school start time and so and you look at that timeline the plan
keeps getting better and I think we have a good plan for you to look at it better
aligns with what parents have told us and it accomplishes a number of other
things that hopefully you’ll understand as we go through this so I think most of
you are pretty aware of the research which supports moving to middle school
start times the only other thing that I would say is a couple of things that I
picked up and looking at what research has been recent since I originally went
back and I found a couple things that I thought might interest you there’s a
perception that if we move start times later that kids are just going to go to
sleep an hour later and what schools the districts have found out is that that in
fact is not the case that they don’t tend to change their bed time but what
happens is the number of students that get eight hours of sleep greatly
increases the other thing that’s been found out is there’s always a worry that
kids won’t be involved in after-school activities as much because the
after-school start time the later start time interferes and they find in many
cases that it actually increases I think we do want to move forward just that’s
why we probably don’t need to spend so much time doing it can we go straight to
the proposal science we can do that right here
all right so cutting to the chase and and thank you for having look through it
and having a good understanding so if you look at the current time we have ten
middle schools to start at 7:35 eleven elementary schools it started 7:45 for
total of 21 schools and then we have 21 elementary schools that start at the
late time we can accomplish moving our alert middle school students to yellow
buses which brings some benefits and moving to later start time for middle
school students by shifting many of our elementary schools from the later start
time to the earlier start time that’s how we are able to do this and so you
know that we currently are transported by Metro if Metro would able to meet the
needs of us we would continue to do that with Metro unfortunately they’re not and
so at the end of the three years you would see that our elementary schools
we’d have 24 that would start at 7:50 and then our middle schools in the late
elementary schools would start at 8:40 so there’s just a couple of important
pieces one we might have liked to try to move the earlier elementary time a
little bit later to minimize a change we can’t do that because the start time at
the early start school dictates what time we dismiss at the middle school so
it’s like one time that first start time dictates the whole system and so when
you think about the number of schools that would shift from late start to
early start time it’s like oh that that will be quite a change well we know that
we have 21 schools that handle that now so how do those schools are they able to
adjust to an early start time so how we engage parents and working with early
start schools to let help us make that transition and so that would be the
planning year shifting to the other end of the picture after the 3-year
implementation this is what that would look like and I’ll just call your
attention to the future part of this which is our middle schools would get
out at 352 and and we think that that’s still before that sweet spot before 4
o’clock which will still allow middle school kids to partake in after-school
programming and other out two needs after school and also avail
themselves of extra hours sleep so that they’re able to make it through the day
and not see the things that we currently see so just understanding that it’s
everything is interrelated so the plan doesn’t have it’s not like a smorgasbord
it’s we either do this as a district and switch all of them because it’s complex
of the distance of the middle schools to the feeder elementary school so it’s a
package deal and we would make this over three years with next year and this is
critical next year would serve as the planning year I know that cost is always
on your radar is a board member so Michael address the cost okay very
briefly so first of all the retirement hobbies Mike could choose this this is
what he this is what he’s done so you’ve seen a number of these different
scenarios over the last couple years this is by far most efficient best use
six hundred sixty thousand dollars is the total lift with a contingency built
built into three two hundred and twenty thousand dollar lifts and then it
stabilizes there’s once an off slide fact that I think you should know we’re
spending less on student transportation now than we did in 2014-15 we have some
really efficient operations we have a really good contract and you know it has
been a tightly managed area the budgetary allowance for this
transportation department is about eleven point eight million dollars a
year they’re actually spending only eleven point to eleven point three so
the takeaway from that is there’s room within the transportation budget to take
this on without displacing some other area of the budget so that’s certainly
good news looking at the possible implementation
schedule and I really want to call your attention to the fact that this would be
a gradual implementation so that schools and parents have enough time and the
district has enough time to take care of the many details so what what that would
look like if you look at a timeline notice at the top one the importance of
communication and I’ll flush each one of these areas out just a little bit but
communication and not just with our parents but our staff understanding the
change our community in terms of employers everybody understanding why
we’re doing this for our middle school students so flushing that out looking at
the input I want you to know that beach since I presented to you when I came
back to fill in to Karen Mike and I were here in the fall I have talked with
these particular groups just understanding and really trying to learn
what are the red flags between in moving to this and they’re not there’s nothing
that’s been insurmountable that we’ve uncovered and really being concerned
about things like MSC are and being able to provide different types of
programming perhaps at the middle school if they have a less amount of time or
some increases that certain early start elementary schools with a little more
time that for the after-school care talking with metro talking with badger
and the one area that I haven’t done is much talking with but did talk with
several parents is the elementary parents and what this shifting from late
starts school to an early start and in many cases is actually helpful to
parents to be to work by 8 o’clock so I want you to know that we have really
worked to find out so why what are the red flags the last couple of things I’ll
say is leading up to the the planning year really involves identifying who we
need to work with next year you know things like our parochial
schools how do they fit into the circle this puzzle because we transport
parochial students we need to them to make some shifts as well and things like
our after-school programming working with the providers such as red caboose
or Wisconsin youth company making sure that they understand the change that
we’re going to go through and so in the planning year then you can see we’ve
really thought very globally about taking the time to do it right
districts that have not succeeded often times have tried to rush it through and
so we really think having and a minimum of one year is helpful to our parents
and our middle school staff who would shift times and our out late start
Elementary School’s so you’ve got the abbreviated version I would entertain
and always appreciate and welcome your questions first I would like to spend an
hour celebrating this because I think I would love to go into every detail and
just just glory in it because I’m so happy this is happening I’m but again we
don’t have the time okay with a one two things is I want to I think that what
I’m hearing from people is the elementary parents need to be brought in
a little bit more and you already have that there I would emphasize that I’m
secondly what further information as it goes forward the prioritizing which just
the decision making process for which schools go to phase 1 phase 2 phase 3
are the two pieces that is the piece that I’d be interested in knowing more
about anyone else Kate um really really excellent work I’m really supportive of
this proposal I would just love to know if we could go faster so we don’t have
to answer that now I actually don’t want you to answer that no I just I do want
to say one thing okay so one I’ve run into a lot of parents see could you
start it next year it’s like we really want to get this right so that our
people are I have time in the biggest variable is the labor shortage currently
in in school bus drivers not being able to find enough folks so that’s why we
really are putting this slow Anna yeah I’m just really pleased with pulling
this all together I know it’s taken a while to talk about it and work through
it but I think you know moving from what we were looking at the budget impact
just even last year to where we are now is really positive and I will just put
in a pitch that if we could make Cherokee middle school my only question
would be to make sure as we move forward that is clear that who’s in support of
this because I know when we started the first started talking about this purely
that data was not clear and it’s not really covered here what we have here
steps and for example early morning routes easy will only 45 percent staff
says yes so I just like to know if it’s the different groups we talked about
teachers parents the work is good and and saw it but who’s on board and I’m
not I’m not clear about who that young board was really wanting to see this day
one of I’ll say just one thing quickly that I noticed in talking with parents
is when you talk with elementary parents there’s a definite difference if you
have a conversation with elementary parents who have never had any students
at middle school or they’re having that conversation in line with other middle
school parents because if you’ve had a middle school or you clearly understand
this issue from a different perspective so asking the right questions at the
elementary level I think is key in you know
yeah anyone else well again a big thank you for the work and alright thank you
and I think that you know the last question it is that I don’t hear anyone
saying that we’re not interested in moving forward which is the negative of
the last question you know I mean the questions the question is are we
interested in moving forward I hear some people yes I don’t see anyone I see I
hear a little bit of a little bit of skepticism still but not a no um I will
say that I think in our discussions we will likely build this in in some way
shape or form into the budget proposal while there aren’t any major financial
implications for next year we think there may be some minor and then we’d
like to kind of put the table and so that might be the way the board can put
its stamp of approval on I do hear what you’re saying James like to see you know
just more evidence of the support before we make such a decision then we’ll talk
about how best to do that so thank you everybody really appreciate it and
really appreciate your hard work on this transportation team budget Mike Karen I
mean really super appreciative of your work motion to adjourn this meeting Laura your advisory vote all in favor
all right and for those of the audience we have three minutes or so to the next
meeting starts okay you guys everyone uh come to order
here like to get started this is the special Board of Education meeting this
is an open session workshop so we like to get started this is a meeting for
Monday March 5th 2018 and the topic today is the behavior education plan
this is our mid-year update so a lot of interest in the topic I’m sure the board
has a lot of questions and we have ample time to address those questions so we’ll
get started I don’t know if Jean if you have anything you like to open wit if
not okay James thank you um I want to thank everybody for coming here tonight
Quinn Carr are the coordinator of the behavior education plan Lea Esser who is
our director of mental behavioral and physical health and I never know if I
quite get the order of those words right is here tonight along with John Harper
the head of student services on as a reminder to the board just to sort of
orient you to where we are in the process the last time we spoke as a
group on this topic was back in the August I think which was a discussion on
the 3-year evaluation of the behavior education plan a summary of the lessons
learned from that evaluation and our thoughts on implementation for the
future we’re back here to give you an update on how things are going we have
made some shifts in congenital processes when it comes to monitoring and
supporting this work because at the heart of this plan is is a commitment to
having positive culture and climate in every school under Quinn’s leadership
we’ve been doing regular culture and climate visits with schools and Quinn’s
going to talk a little bit about that tonight how those visits are going
what it means for how we support schools in improving culture and climate that’s
conducive to learning Quinn is probably going to touch on a
couple of new terms that maybe we haven’t used too much in the past things
like risk ratios so just he’ll explain that when he gets there because they
want to be sure to kind of ward against jargon and explain some of these terms
well in order to use them well and I think the only other thing I would say
about the way that we’ve been working this year is we have a new leadership
team at central office called the behavior education leadership team that
means weekly and is meticulous about it’s a review of what’s happening in
schools so that we can provide targeted support to the schools that need it so
what’s that said we only have 10 slides we’re gonna go through this pretty at a
pretty brisk pace allowing lots of time for board discussion Quinn is going to
talk a little bit about highlights pause there for any questions he’ll then talk
about implementation pause there and ask for questions and then he’ll talk about
policy policy adjustments during the school year and potential policy changes
for the next school year and we’ll talk there before opening it up to whatever
else you might want to touch upon James all right thank you just a couple quick
points up just so everyone here knows that for workshops they’re typically no
public speaking so if you’re wondering why are you we don’t have public
speakers it’s because it’s a workshop also one of the major objectives the
days that makes your board members get all the questions and they like to ask
so keep that in mind as you all go through your presentations it’s today’s
very important important members don’t leave here with unanswered questions so
have you said that take it off yeah get us going great thank you James and
thank you John for getting us started I appreciate the time that we have with
you all today and I’m eager to turn it over to the board for questions so we’re
going to get started right away on the screen couldn’t you mind just flip on
that for me on the screen you will see our outcomes for today I won’t read them
to you explicitly but I can promise that we will spend time talking about
implementation of the behavior education plan particularly the impact on culture
and climate across our schools we will also talk about what is working this
year there is a lot that is going well and we want to be sure that we are able
to highlight that hard work that is happening within our schools our teams
are putting in a tremendous amount of head and heart into the implementation
we want you to know about that and then as Jen talked about we wanted to share a
little bit about our thinking around the timeline for a revision and/or more
comprehensive rewrite of the behavior education plan in general so that is
what you can expect this evening you hear from me a lot around the behavior
education plan and I’m really eager to bring twins voice to this board table as
well this evening so I’m going to turn it over to him all right good evening
everyone thank you for having me again my name is Cohen craw this is my first
year in this role I was at Senate Middle School the previous three years and in
Houston Texas before that so I’m going to take us through this first slide in
our presentation as Jen alluded to I’ll pause after this one but this will be a
few more talking points than the other ones because I really think there’s a
lot to highlight as two very specific things that are going well in the
behavior education plan for the first semester of the school year in the
center you will see three points and I just want to highlight that we do know
our schools better through our culture and climate visits those culture and
climate visits entail sit-down meeting with an administrator and the team that
they choose to bring to the meeting and we talked about 20
specific implementation strategies for behavior education I want to highlight a
few schools right now Midvale Elementary has done incredible work with zones of
regulation through the social-emotional learning I think it could be an exemplar
for our elementary schools and potentially building on that for our
secondary schools I also want to call out Glendale and Glendale
just they’re teaming in their structures allow for some really positive and
strong culture and climate work there and and I continue the team with them
beyond just teaming in structure but also for innovation they’re a team
that’s hungry to learn more at the middle school level Black Hawk and
Spring Harbor are two schools that I see really working through their school
improvement plan which is the second overall bullet up there on the board and
Spring Harbor in particular is really focusing on social-emotional learning
but also using their s BLT their school based leadership team to make sure that
they have opportunities to talk about race and equity and the practices that
they’re seeing and that they’re using and then the last school that I would
highlight is East and through the principal through the leadership of
principal Hernandez making sure that their theory of action comes alive
specifically through their 9ot work that’s ninth ninth grade on track so
that’s in a nutshell some of the things that we’re seeing district-wide and then
you’ll see four boxes on your on your screen and there are some schools to
call out with each one of those as well and so on the first upper left-hand
corner you see that there’s a call-out to specific school-wide Universal
practices we’ve learned and we know that strong implementation of the behavior
education plan starts with strong universal practices and there are two
schools in particular that we did a lot of work with in the first semester and
that’s Orchard Ridge Elementary and léopold elementary to really support
them in a way to build up some Universal practices both specifically and
universally and I think that those schools are experiencing success and the
data outcomes are showing that as we start to move into quarter two and
quarter three and most of that is coming through the
sustained effort of collaboration with those schools so that it doesn’t feel
like extra work it was called out in the earlier session about meaning meaningful
student voice and and there are many many examples that I could give but to
in the interest of time our Cherokee middle school in West High School their
work around trying to get student voice involved in decisions of behavior
education I think our exemplar and will serve as a model moving forward in the
bottom left-hand corner you see cell phones and I just believe in general
social media and cell phone use are something that our students are just so
well equipped to do and we have to continue to learn from our students the
ways that they use those devices how they use them how they can be used
academically to better support learning and tokey and Sherman middle schools are
really embracing the innovation around that pulling in student voice trying to
find different ways to address this issue so that it doesn’t become a
distraction in the classroom and last but not least it’s just attending to
data practices and data analysis there are multiple examples of schools that
are really trying to use data in a proactive way use data in a way to
enhance what they know and use data beyond just behavior incident in
suspension data to help make decisions John or Leah would you add anything to
those all right I’d like to just pause here if there are any questions about
highlights from our schools from our first semester I guess you keep movin I
see no questions at this excuse me there’s no questions from the audience
actually I drop all right I’m so with that the next eight slides we’re going
to look at key finding your next steps for those first six and then we’re going
to talk about targeted strategies where you’ll see targeted strategies
specifically for high schools and then targeted strategies more universally for
all of our schools so first up with our analysis from the
first semester we really looked at behavior incident events and what we
know is again just calling out data practices I believe are improving on
your screen and in your slides you see two different I guess they would be
cutouts of some reports that we ran and data fidelity is listed there is a three
point one three just to give a little context that comes from our culture and
climate visits and schools all self rated themselves on a scale of one to
five that’s on a five point one to five point scale and so most of our schools
are feeling like they’re at baseline or better implementation of data fidelity
that data fidelity then helps make more informed decisions we also have teachers
that need support do you want to know what data fidelity means as you probably
know TJ entering our behavior incidents through the the oasis system both
incidents and suspensions restraints seclusion making this a self-reported
data fidelity it’s the best way that we’ve gone about it this year to get
what’s where schools are at and so none of your culture and climate involves
observing and checking and through whether the data is being done
whether consistent reporting of level one two and three is happening in the
school is I mean is that part of the data fidelity system or is it simply
self-reported I I was just gonna say that the the old visits that Lia led
before Quinn was on board were only I mean they were mainly about fidelity to
policy compliance I mean they would literally just grab a handful of
incidents double check to see if they were kind of coded correctly so we feel
like we’ve got a pretty good handle on where schools are with data fidelity
enough to trust you know generally what’s here but we needed to begin to
move beyond simply data fidelity to start talking about actual strategy for
creating positive cultures I guess I think you have to achieve it before we
move beyond it and I’m not confident and and I think one of the places and I want
to return to this later but I think for the same students that never get coded
at level 3 or only get coded at level 3 very very late in the process and
students with 140 level twos and you know and maybe six level threes and I
think the best part of data fidelity – and so I guess I’m wondering that was
kind of behind the question is you know are we looking at that and and I will
return to progressivity because I think that that’s something that that’s very
very important I appreciate that point – in and up there you’ll see that schools
are in different places so there are certain schools I mean that orange and
light yellow that have identified that their data is not where it needs to be
their systems are not producing what they need to particularly with what you
said certain students not progressing from level twos to level threes and we
are working with those schools just real quickly we’re back in August I had
brought this up around I know we’re tracking the behavioral incidents all
right have we come away with the plan to start tracking the interventions that
are being applied for various students because I just get concerned when we
have kids with you know high numbers of referrals but we don’t know what
interventions are being utilized and and whether we’re seeing any improvement
either so is that something that we’re doing yet or is it something we’re
moving yeah I can just speak to that just very very briefly I think this has
been an area of challenge that we have identified since we started implementing
the behavior education plan in particular the challenges with our
documentation platform as a whole so much so that that’s partially why we
felt compelled to look at a different system so we are working very very
closely in very tight collaboration with the edge of climber team that is working
to develop the rollout plan for that management system and Armando Hernandez
on our team and others in the intervention academic world have really
been looking at what has worked for us and what has not worked well and really
making sure that that system is catered to be as user-friendly and simple and
effective in documenting those interventions so it’s partially a
practice in part and a big part of is a platform issue just on the data fidelity question I’d
be curious what your take on the fidelity around in particular drug and
alcohol use in school so students under the influence at school what your take
is there on how accurate the information we’re tracking is yeah I think that’s
school dependent right now when I speak with certain administrators and and
Student Services teams they at times struggle with how to code things
especially if a student comes in may be smelling of it but there’s no evidence
that the student was using and so those are conversations that student services
teams are having and grappling with and we need to continue to support them and
I think the policy conversation at the end of this slideshow we’ll get to that
as well just one quick question you stated students with disabilities are
experiencing fewer incident events in the past two years for one and twos but
they suddenly I’m noticing went up in level fours is there a particular reason
does the data explain that I was a little confused ultimately I think the
level fours is where physical force against staff starts it starts at a
level four and there are two school there’s one school in particular that’s
experiencing an increase this year they document very well their data fidelity I
would say is a 5.0 additionally are those more of the physical aggression do
are these more manifestation due to disability or are these just random
Jonah if you would interject I’m not sure I haven’t combed through all of
them I wouldn’t say they’re random at all so I would say that this guess she
gets back to TJ’s point about fidelity I think in years past we actually didn’t
document these as well at all and I think that we we actually just said well
this is part of someone’s disability we’re not even going to record this in
any kind of system so this is actually the first year that we’re seeing actual
like legitimate actual data on these on these incidents and for the first time
are using that data to track about what time of day where did this take place
how is this going to impact the support team how does this impact the the
behavior intervention plans and have suspensions gone up for these students
with disability related to that no suspensions have actually gone down I
think that’s actually in the next slide but I don’t want to get ahead of
ourselves here yeah all those only ten suffice if we can get through them here
in the next five minutes but sorry I have quite a few questions asked
so if you got you can through those slides
yes I’ll expedite it James thank you so when we look at behavior incidents we
know a next step is to make sure that we are creating conditions for our schools
to share their best thinking there are four implementation areas listed up
there that were self rated that’s the PBIS positive behavior intervention
support systems that framework is very highly rated we have developmental
designs we have restorative justice and social-emotional learning certain
schools are excelling in certain areas and we want to make sure that we’re
creating conditions for schools to share their best thinking because I have
learned not just being in the schools but also in this role that’s where the
great ideas come from moving forward into our next key finding specifically
calls out risk ratios which dr. Cheatham alluded to at the start of this
conversation so a risk ratio just to reground people is the the likelihood
that a student of color compared to a white student is to get a call for
support an incident entered in Oasis or a suspension whether that’s in school or
out of school it’s not a percentage but a likelihood and so you can see that our
out-of-school suspension risk ratio and our middle schools for our
african-american students has decreased and how that would read would be African
American middle school students are 15 were last year at semester one 15 times
more likely to get an out of suspension compared to their white peer in this
year at semester one there’s six times more likely to get an out-of-school
suspension compared to their white peers and overall we are seeing that our
risk ratios across the district both for african-american students and students
with disabilities are decreasing and that’s a trend that’s down for the first
time in a long time we saw an increase in suspensions for african-american
students and an increase in the vents is that correct
so as correct I think that the risk ratio is kind of are misleading you know
I have trouble finally calling it a positive trend as it’s called elsewhere
when moref when we have more events and more suspensions you know and the reason
the ratios went down is because we also had more events and suspensions among
white students and that’s to me not a positive trend that’s four negative
trends if I marry I believe it speaks to kind of what you are talking about
earlier with certain students having a high number of incidents events
suspensions so some students in our districts have multiple suspensions
there are students with over eight or nine suspension events specifically
out-of-school suspension events and so as those start to accumulate that that
does not impact our risk ratio but it does impact the increase in incidents
and it does impact the increase in suspensions where we see the the
positivity is that our risk ratio overall for individual African American
students is going down simple straight question yep where more African American
Mormon african-american students experience suspensions first semester
this year last year I don’t have that number in front of me but this year okay
and you know and and perhaps I would dictate a little differently than you
did but to me that’s not a positive trend I mean there’s just no way to
spend that as a positive trend and and and I’m really and I you know I ran
across this when we and and just had to ask myself what are you
thinking that that’s a positive trend that they have have more behavior
incidents and more suspensions so I think the risk ratios are distraction
and I’m and and I’ll probably return to this also but I think they’re a
distraction so next step is to consider multiple data points through our middle
school coherence work we are looking at multiple ways to analyze data with the
the student in the school at the center so it’s not just about suspensions or
risk ratios but it is looking at attendance learning partnerships is a
term that you may or may not be familiar with but it really speaks to
relationships the relationships built with specifically our teaching staff and
our students looking at how they build rapport and alliance with our students
to better understand what students are thinking so there there are data points
that we want to better learn and do that through partnership with our schools and
this speaks to your point TJ overall suspension rates have increased and we
know where that is happening so four out of our five high schools or excuse me
five of our schools but four of them being high schools account for some of
that increase and we also know that forty schools are at or below suspension
numbers compared to last year so we know where the work lies and we know where
the work and the support has to be we also know that alternative to
suspensions is a policy that the behavior education leadership team as
Jen referenced in the beginning needs to review and revisit and make sure that
there’s clear guidance for our schools and so that they understand how to
utilize it for out-of-school suspension and potentially in-school suspension James quick question yes of the forty
schools at or below suspension numbers how many were actually below how many
were actually below yeah because being the same I don’t have
that number in front of you many of them were there were very few schools that
landed at the same number as to where they were last year could you could you
speak a little bit to how the out-of-school suspension or suspension
information correlates with Climate Survey data
I noticed that we didn’t include that in here and I was a little surprised given
that I think the goal here is a positive and safe learning environment for for
kids and I I mean I ya just could you speak a little bit about what that
correlation looks like sure in leo john jumpin and dr. chim – i I would just say
it’s difficult because the the climate surveys is last year and and the numbers
that we’re looking at her from this year so the correlation is difficult and the
comparisons are difficult to draw that’s kind of working with apples and oranges
in my opinion the end of the year when we have that climate data you’ll notice
that multiple of our indicators are not yet available and that really is the
indicators that are only one time annually so when we come back and May
hopefully we will I’m not exactly sure the timeline of the Climate Survey but I
think typically we have that information so when we come back and May we should
be able to report and those those environmental factors are the things
that really keep a school take it because Kate I know to your point knew
that’s something that you reinforce with us unless yeah you know as you know I
don’t think suspensions is the right metric for success here right I think
climate is the right metric for success at least my look at the trends over the
last two years is for every racial demographic the climate individual
questions around safety and behavior have gone down they’ve gone down between
you know 5 and 15% for I mean it for every in every way you slice and dice
the data so I think that’s an important piece that I’d like to see us bring into
this dialogue as we continue to have it the next I’d like to say to there are
specific schools that are experiencing increases though to in those numbers so
it’s also working with those schools to figure out what best practice exactly
exactly okay TJ this speaks to something that you know talked about correlating
things and I think that and this is a mid-year report and I understand that
that the things but us when we had the evaluation last time in something this
james’s asked many times around PBIS that I think eventually we’re gonna have
to look at all these you know listed 20 different practices right that’s right
and how this correlates with behavior reports how this correlates with you
know PBIS fidelity how this we can have this correlates with with climate I
think that you know there’s a little bit of that in evaluation we got but I think
that we need to pick two or three kind of correlations and see and and and and
and look at this because we do need to know what’s working yeah and because
trying to do 20 different things at once and schools are saying the same thing towards the urine report as much you
know if we if you can pick two or three things and say these are the
implementation strategies these are what they’re correlating with serving climate
certainly and behavior events yeah I mean success for me would be the next
report that we receive we have not just suspension information as the metrics
that we see visa to date we haven’t gotten a single report with other
metrics and it other than suspension that would be success what I’d like to
do get done with the presentation because I would like to just open this
up for so we can just have a report members ask whatever questions they want
to ask so you hopefully can get done here
within five minutes so we can open this up so as it was stated for our high
schools there are some various targeted strategies and I won’t read any of these
slides two points to you of course but we definitely want to focus on 8th to
9th grade transition we’ve heard that from our middle school and our high
school leaders and teams really want to continue to dig into operation youth
both internally and externally and then supporting high schools in one or
multiple of the following areas that are listed there and then overall some other
commitments that we have as just a commitment to our all of our schools is
as a behavior education leadership team continuing to look at those key
suspension metrics coordinate supports where needed and as you can see continue
to just provide time and space for our schools to collaborate and share best
practice and so with that James that takes us through the implementation
point if you’d like I can go through policy okay like this is get everything
on the table so what one’s gonna ask whatever you like perfect so when we
look at this next these next two slides it speaks to policy revision and so
we’re proposing that there’s a timeline for our policy rewrite and as you can
see we’re giving information to the board now and ultimately we want to by
September of 2019 get a second edition of the behavior education plan up and
going there are some reasons for that the biggest being that we need time to
organize our efforts around what we’re learning from culture and climate visits
and to TJ’s point making sure that we have the right strategies and focus
strategies to support our schools there are stakeholders that need to be
involved in and we just want to make sure that our schools completely
understand what’s coming their way so that September 2019 it’s kind of
business as usual going into the school year with that being said we also know
that there are some short-term adjustments that need to be made and on
your left you can see some things for this year it’s really about student
learning and student understanding we need to teach and reteach our students
those particular four areas on the left to make sure that they understand the
context of each one of them and and how that both can disrupt learning
environments in our school culture and and add to unsafe practices if they’re
being used and then on the right we have policy adjustments that are critical for
next year as you can see each one of them named and repeated fighting is one
that we really want to dig into which would go back to code of conduct and and
doing a data analysis of a number of years to see what adjustments have to be
made so in a nutshell that takes us to the end all right thank you question on
the last slide no offense I believe that we need to work with our students don’t
get me wrong but do we have any measure on for example how many essays happen to
be cut at certain high schools and if that affected the behavior rates of
students do we have that data can we get that data I’m sorry Nicki could you say
that again the number of who the essays that were cut yeah it’s e UT C as in the I didn’t say that the right way and I
apologize that’s not what I and so that’s what I’m curious on additional
additionally I worry on the safety procedures are we going to train the
students or wheat are we going to train everyone how are we planning and doing
this or are we just going to suspend everyone who will props up a tad or I
worry about that too is that a common question what okay I
just wanted to be sure so I think what we have to do is make sure that
universally students are taught and understand and then also have a voice in
that process so we have ways to do that whether that’s through a restorative
justice circle or a circle of power and respect through our developmental
designs process our secondary school specifically will be having that
conversation with our students and I believe our students they are ready to
have that conversation and be will want to promote safe practices in the school
and understand that there’s a seriousness to propping open doors even
if it is for a friend or another classmate we we just need to be very
diligent about sending all of our visitors through the welcome centers so
that they can be properly identified and ushered into the building thank you
you’re welcome okay ask a question I’ve stated this
before that I’m sort of in a different place now when it comes to all these
reports and all the data and all the information I’m happy to see board
members are still really delving into it and analyzes it all but I guess I’m more
into the results and solution mode now we hear a lot from people they come to
the board so here’s a problem and so so I think it’s great that we get all this
data and I’m thankful for board members they’re like to really delve in I used
to be that way it’s I’ve changed a little bit over to use what we hear now
is that classrooms are being disrupted and infighting
for example and what I want to know specifically if if my mind is more round
targeted interventions and I so there’s no surprise this is where I am so I want
to know and all the data and all the work we have here and all the work and
analysis you’ve done how are you going to get at those I don’t want to really
delve through it and say and try to figure it out so can you tell me how you
guys are going to get at those issues that people are bringing forth about
classroom disruptions and fighting for example those two issues
because they’re connected so I guess I’ll first start in John Lea you can
jump in with the classroom disruption a that speaks to I think a progression
from a level two to a level three that may or may not be happening and schools
are trying a lot of things so some of it is on a universal level for students
that are repeatedly doing disruptive things in the classroom and you see the
number of incidents climb whether that’s through refusing to cooperate or just
being disruptive to the point where other students can I learn I think a lot
of our student services teams are also feeling like strategies are tried are in
place maybe for three or four days they work and then there are factors that are
out of everyone’s control and then the student may be disruptive again so it’s
analyzing that as well about what’s working why it works for a short period
of time and then why the intervention may or may not be working I think
continuing to work through a multi-tiered system of support to both
understand academic and social/emotional needs of students are universal ways to
do that and Leah do you want to speak to more targeted to your – and to your
three ways yeah I think that when we think about classroom and hallway of
course there are the factors of engaging instruction and academic content match
with the students interests in skills and culture etc so we’ve we’ve talked
about that in depth before so I won’t go further with that but I would say that
the the work that we are doing with student services teams and schools
around early intervention and I’m sorry Universal screening and early
intervention so that we can start to start recognizing when our kids will
have have struggles in the classroom we can we can predict those by using our
Universal screening tools so at elementary continuing to expand our use
of bounce back a trauma-informed intervention at middle our
work around cbits and really that early intervention and using that data to
target skills and and strategies for students to better engage in the
classroom and then really working to be fed up at secondary we are now in a
position where we have several formalized interventions for secondary
something that I could not have said to you even a year and a half ago so aspart
being an intervention to address issues of motivation and/or AODA which stands
for screening brief intervention referral to treatment and DBT steps a
which is dialectical behavior therapy for adolescents so some some other
additional classroom interventions that we’ll get to some of the unmet needs
right here more analysis so Duke can we defendant the police say that by the
start of next school year will have this resolved um no I don’t think so James but let me yeah we’re talking we all want we all
want learning environments that are not it’s disruptive I mean so then we want
to intervene and support students we’re rooting for them and we know I mean we
here to I mean if there is a classroom or a student is being repeatedly
disruptive we have to make a change so they can get what they need and the rest
of the students can actually engage in learning I think there are two in
addition to what I’m hearing the team offer which is incredibly important what
are we doing to support children how to beef up secondary level interventions in
particular meaning for middle and high school students we also want to
acknowledge that there are kind of a couple of drivers we we definitely need
to I think going into next year James to a better job of supporting especially
our high schools but I think our middle schools as well in having well-resourced
spaces where students can go when the classroom is not the appropriate
environment for them right within the school building that has been a struggle
for us and and I think that’s a really tangible step that we can take in
addition to providing more targeted interventions the second thing I’ll say
James then this gets to kind of the policy concern about repeated incidents
of things like fighting Quinn mentioned yes the suspensions are going up but
when a student is getting repeatedly suspended for things like fighting over
and over and over again clearly the intervention that were
biting aren’t working and I know it sounds a little silly doesn’t it but um
I think what we’re also trying to figure out is how to adjust the policy so that
you don’t know child’s finds themself right child young adult finds themselves
in this repeated cycle which has a very negative impact on the entire school
climate so we feel like there’s a policy adjustment it has to happen there are
the current policies having a negative impact on the culture and climate of our
high schools and I think the opportunity youth work that we’re thinking about how
do you make sure that there are more flexible possible alternative options
for the students that actually need them and it’s not about kicking kids out or
getting them out of our sight it’s about giving them what they actually need
because the school environment isn’t working for them either so I think there
are some really tangible changes that we need to make now they won’t entirely fix
the problem James that’ll so likely be a fight in high
school I don’t want hate to say it okay that’s
what I’m talking about how do we get ourselves to where this is an exception
and not the rule that’s what we need okay I need to get board members ntj you
had a question okay go to okay there’s probably some
questions in there um I try and boil this down and keep it as short as
possible but you know kind of really looking at big picture things number one
on the policy recommendations I think that I don’t think tonight’s tonight but
I think the board has to decide if we want to do policy revisions this year
and and I don’t think tonight’s tonight do that I think there are some things
that kind of some things Jen mentioned but also some things around
we’ll discuss the number two is when I look at the policy and I look at the
practice one of the things that’s jumping out at me is that we have these
universal things that are not appropriate for many of our special
education students and we’re not explicit about that in either policy or
practice and the pieces that have been done around alternatives to discipline
yeah I have some beyond awkward and unfortunate aspects to them that have
been shared with me by parents and I think that I think that’s a place for
policy perhaps you know that we could adjust that pretty quickly but but the
larger issue of trying to both the universal practices and the
interventions trying to assess the appropriateness for students with
special education and treat that better because I think that that’s a big piece
I went back to the implementation plan and in terms of the goals it says here
that the two overarching goals of the behavior education plan are one promote
an increased positive student behavior in social emotional growth and reduce
out of school suspensions and to decrease disproportionate use of
out-of-school suspension practices for African American students and students
with disabilities in some sense I think that we need to pull in to that first
clause of that first sentence promote an increased positive student behavior and
social-emotional growth and the rest of that just kind of falls off the goals
not things that we don’t want to see happen but I think that one of the bases
that happen is mixed messages going to schools and the mixed messages around
one of the reasons why we see kids stuck at level two is because schools are
getting a message from they’re saying we want to reduce suspensions and
suspensions come often with level 3 and level 4 and level three and four are
more than suspensions but so that’s why kids get stuck because we’re telling
them that we want to reduce suspensions the easiest way to do it is not to code
it as a level three and that reduces your suspensions um that doesn’t help
which brings me to the next point which is that out of all the implementation
steps I think number six is where and you know Jen’s talked about
this where we need to really double triple down which is the which is
individualized interventions I think we’re doing okay with the core I think
our universal practices you know you can always find improvement there but I
think that if we had to like triple down its the individualized interventions
it’s places and spaces for students who at this time should are disrupting
classrooms and should do not want to be there should not be there at this time
and we need to give them the supports the tools so that they can and will be
there as good learning students and that takes spaces places and people and and I
think that you know I don’t know if there’s like eight or nine
implementation things there number six is his his is a you know don’t throw the
others away but really um I think that that’s and I think that that’s across
the board at all levels including elementary middle and high school and
and and if we do that in the alternative suspensions and all you know and and
integrate that into it and then the other pieces and something we saw over
and over again from the survey data we had in the past was that the staff who
were dealing with interventions thought students were ready to return to class
and the teachers in the classrooms did not and and you know and that tells us
something that we need to that again that the reintegration piece is
important so you know those are my big I think it’s big three or big four four
things that to reprioritize around this that’s where I would go and yeah that’s
okay I’ll make sure we get everyone okay um so maybe I’ll start with James where
you were just kind of not talking about levels or the data but you know the
message is that we are hearing and seeing in our schools is that the level
of disruption in our classrooms is unacceptable right and I think we need
to own up to that and talk about what we do next so if there are specific policy
suggestions that you have now I would love to hear them I do think we should
evaluate this policy this school year I yeah I think that I think I would really
like to engage in that conversation I know you’re working really hard on this
and I’ve made some really good progress I’d love to just hear you know from your
perspective digging into the policy where what are those specific things
that that you think we need to change right now yeah more on the right side
are the things that would actually require a policy change but we think
these are some of the things that are making it they’re actually working
against us yeah can you maybe just say more like what does it mean they might
with well what does it mean to engage with the repeated fighting piece like
what’s that what do you do different right yes so we have to explore so
specifically with repeated fighting so if a student has you know potentially
three fights in one year what does that mean for that student as far as
progressing levels and then do we consider a cut-off point where we have
to consider a recommendation for expulsion that was in the code of
conduct and and everything on that right side really everything up here is from
our schools listening sessions hearing what our schools have to say and so it’s
that partnership of understanding that I guess I wanted to call that out but
repeated fighting specifically I think it was said by a few different people
right the the intervention may work for a period of time and you might go from
October to December without a fight and then all of a sudden there’s another
fight and the size of the fight through whether its students circling up because
they want to cap or cell phone or just want to be a part
of a crowd that’s the the left-hand side where we really need to teach and
reteach and work with our students in a really age-appropriate way – especially
at the secondary level just getting real with students right like this is
unacceptable behavior it’s unsafe and here’s why and tell us what your
thoughts are so it weaves in student voice – which is which is critical in
all this can you talk a little bit so there’s two things I guess that aren’t
there on that list that I’ve heard and seen one is around maybe kind of blowing
out that drug paraphernalia one just talked about kind of drug use to the
degree that that’s something we have visibility into has that change what
does that look like is there anything that we can do – what I would say is
that drug paraphernalia is up there specifically because there’s a
sophistication a level of sophistication that I don’t think the behavior
education plan might necessarily address in an explicit way I think schools are
contacting us and we’re working in collaboration to make sure we get it
right but there is some advancement that we need to make sure is is considered
when we go into next year and Jen did you did you have a point – that you were
gonna make them I think I cut you off I was referring or – if there’s an
indication that a student in a classroom is under the influence
I see how do we address that it’s not something that we see a lot of in the
data right now and so it’s very difficult to understand if we are
addressing it or if we aren’t and it’s a really clear indicator of climate to me
versus kind of behavior and discipline mm-hmm so I just
I I would speak to this as as an area where we’ve learned a lot and continue
to learn have implemented some interventions and have some room to grow
so the expert intervention that I spoke to just very briefly earlier we are
targeting that intervention at issues of alcohol and other drug use when we think
about drugs and alcohol from a discipline perspective or from a student
teenage use perspective there’s both the the conduct pieces so it’s illegal it’s
not safe it’s not allowed at school and there are the the overwhelming health
factors that are associated with with alcohol and other drug use so we have to
address both of those things simultaneously what I will tell you is
that there are significant disparities in our a OD alcohol and other drug data
so our african-american students are predominantly more likely to have an
incident we don’t necessarily believe that our african-american students are
bigger users or at a higher risk for a OD so we have some work to do around how
we philosophically approach a OD issues and alcohol and drug use at school and
we have work to do in terms of systemic intervention and I know that that is
hard as we talk we know that intervention is is an area where we have
to grow but I can tell you just straight straight that there are more documented
incidents of a OD then there are documented incidents of the intervention
to match so we have that data and we have a targeted approach to address that
issue right now and Armando Hernandez our assistant director of integrated
health who is seated behind me is leading that work so there is there is
there is a strategy in place we are addressing things and there are several
prongs to the overall strategy for a OD I was just gonna hear you talking about
innervate mentions and responses and I think we
need to do that I I’m not sure that there isn’t also a policy change that’s
warranted here to elevate the visibility and status of how it may or may not
impact climate in the classroom yep so I think we looking at drugs again the
parent really issue his surface’ says something kind of a new complication for
us but what I would like the board to know is I think our we do think we
should come back to the policy in May because there are some policy issues
that are again making it hard for especially our high schools to guarantee
positive climate and culture and what we’d like to do is really work with our
high schools in the next couple of months to get really fine-grain about
what those changes are they know and that’s our thought that’s great to hear
I’m the last thing that I would just love to put on that list to talk about
that in May is it’s just classroom behavior right and again is our is the
policy itself set in the right way to support student learning for all
students in the classroom right so that’s probably enough set at this point
okay no Anna’s on Anna’s next I better be doing that no one has raised
me Angela yes okay um when you’re looking at the data I’m a little bit
interested at the high school level like can you guys dig down
even looking out like do we have we would have identified certain eyes of
all the comprehensive high schools I’m assuming out at the fort but can we go
to like classroom level data where we can track which classes are reporting a
higher incidence of discipline referrals and if we can do that can you talk about
if there are any trend similarities that you see within the classrooms yes so we
are drilling down into that level and and it is not – I just want to be it’s
not the teacher blame or shame it’s to understand what’s going on and and what
teachers may or may not have to be dealing with there are some challenges
especially as you speak to in our high schools where class sizes might be high
and needs might be even greater so working with our our principals and our
student support teams to make sure that proper coaching is in place that that
teachers are getting the support that they need that that’s that’s already has
been started as far as trends across classroom it’s a little bit difficult
because it goes to kind of the point around maybe time of day maybe what the
the lesson is what the material is being taught so there are I think some nuanced
differences that make trend data hard but we yes we have looked at what your
what you’re saying and then whatever is also I’ve been looking at the thing
around the second semesters central office commitments mm-hmm and I guess
the fifth bullet point is intentional time and space for school-based student
services teams to coordinate that one yeah but I’m just trying to figure out
like I was at West and I think there’s like two thousand student
then there’s two social workers and I’m just trying to figure out like the
student services teams are so maxed out so what is what a central office is
going to be doing to like if that’s if that’s what we’re committing to how are
we going to get these folks at the table to do this work because right now it
seems like they already have a lot going on we all let you take the lead in that
question I think there are a few things and one of the things that I have been
really keyed into in paying close attention to is the like how our student
services staff used their time and how we can um support principals and culture
and climate teams to better maximize their time so how can we through culture
and climate visits do problem-solving and brainstorming for example around
supervision times so lunch and recess and before and after school so how can
we work with schools to really think creatively use some of our other schools
across the city that have developed strong supervision plans and really work
with each individual school to see how much we can slowly but surely develop
stronger just supervision and those ancillary duty responsibilities so it’s
not about saying don’t make them do lunch duty but rather you have a need
and you have a resource that is meeting that need but let’s let’s just dig in
and take a look and see if we’re being the most effective so that is one piece
the other layer to that is we need to do a much better job of pushing into
schools rather than pulling out of schools so our work with student
services teams this year has been much more embedded within and so our Armando
for example is attending ssit student service intervention teams and student
service team meetings in a few of our schools to really observe and experience
their processes so as to you truly be able to collaborate
brainstorm and coordinate a better better systems and a better way to
access those individuals throughout the day I’m John if you want to add anything
to that well the only thing I would say is that we take these at a case-by-case
basis so Quinn Leah and team members meet with the administrative staff at
each school they look at the the issues I mean Wes is in a in a none enviable
place they had a mid-year departure of one of their student services personnel
that puts an incredible strain on the rest and we look at an expanding ring so
to speak of personnel PBS coaches the student services team and problem-solve
and prioritize like what needs to be done and I think that that the realities
are you have what you have and our our commitment is to help help teams
prioritize what is their next level of work I mean there’s a there’s a myriad
of things to do and our work we feel is is to help prioritize like the most
important next step for schools just one blessing just looking at this
gun on next year so we’re looking at these four things
explosion no no those are just areas that’s that we are experiencing and or
schools are telling us that they’re experiencing where the policy doesn’t
feel like it is matching their need and so right now these are things that are
coming up we need to dig in more deeply to all four of those and any other
additional areas that we have that we have to address so right now this is
just our beginning brainstorm and we will be gathering a whole lot more data
and having a formalized proposal then when we have that discussion in May yeah
it’s more of an acknowledgment that we’re stuck right like we don’t
necessarily want for Peter biking to go to expulsion and yet allowing a student
getting a loop of repeated suspensions is not okay either so there’s there’s
something that’s missing in this kind of progression of responses that’s got to
be addressed hmm yeah thanks I think it’s kind of clear that we should have a
policy review and I want to thank a lot of the people that came here today I
think they would all insist that we have a policy review and I think that’s
that’s I agree also there was one person who said that
they had a three-minute comment unfortunately couldn’t do that today but
email it to us and email anything else any of you sitting out there thinks
would add to this conversation please please do that there’s a couple things
here as far as I’m looking at the central office commitments and the five
bullets and I’m looking at three particularly the second or third and the
fifth one that are the the we will we are committed to
working with schools to change mindsets build strong relationships and it’s
right before the policy revision one if but yet twelve okay yeah the the second
is kind of like any meet something which is immediate and practical which which
an example kids propping doors well we know when that happens there should be
eyeballs over there say no no you don’t get to do that close the door and you
stop that that’s a simple thing that you were getting to rotate some staff over
there when we know what’s going on and perhaps we put some recorders up there
so we can eyeball it from a central place something like that those are
simple little things that that schools should easily be able to do so the
second bullet there we can do quick things like right away the next day that
though that are easy to do and and I don’t want for a second to suggest that
we’re not already doing these in most of our schools a lot of them already know
there’s there’s this isn’t a brilliant thing that someone just thought of it’s
this is a real easy response to these things
the the second and the fifth that I’m sort of third in the fifth bullet are
much more intentional and designed to get at root causes which we should never
stop doing we’re going to increase our mental health teams we’re going to go
after the root causes which is the ultimate solution but at the same time
we got to be real practical about stopping the nonsense behavior so we are
certainly a school design around inclusive inclusivity of all our kids
we’re not going to send kids home in and continue on with what we’ve done over
the last 20 years that has not solved anything
that’s just perpetuated everything so there has to be a change the BEP is
designed to that and we know what where it doesn’t
work we got to improve it so being inclusive does not mean that we’re gonna
be that we shouldn’t exclude kids it from a school that they are completely
almost terrorizing so we can put them into a time and space that TG was
talking about that’s different so they can get one-on-one attention so that
bullets number three and five we can have people over there that have the
proper training that can supply the child with with the resources the
one-on-one attention that they actually need so we heard about a alternative new
plans we’ll start in a week well I don’t know exactly what that is but it could
be somewhere separate in the school where the some of these are work go
there and they can get this the support and the help that they need or maybe
it’s a different place maybe they don’t get the go to that school anymore until
they can really get a handle on this stuff that’s I don’t consider that
excluding there’s the child I consider that getting to a child to a place where
we can address their needs and continue their opportunity to succeed in school
and at the same time we leaving the school the pressure of what this certain
student’s behavior causes so if that’s where we’re doing it will work but we
have to be quick on that if we need some money to hire some more security
assistance or if we have to allocate some other staff over there to monitor
the halls or if we need to get in some of these social workers or the more
sophisticated PBIS coaches and and those types of things then that’s something we
should know about very soon and we and you can we can authorize that so you can
go ahead and if you got to get some more funds to get these folks over there we
should do that and soon and that I mean people here are insisting that you’d be
effect on this so that’s where I would like to leave this at as there
are some practical things we can do between now and June when school ends
that we should do and then we can begin to implement these other bullets that
are will will ultimately address long term these problems and help help us get
some information that can be help us be more proactive when stuff like this
starts to happen all right Thank You Dean here yeah Dean I couldn’t agree
with you more I mean this is a 32 percent increase in
high school high school suspensions all the work is good work but it’s not work
at least that I have seen has a type of rapid impact and what I’m afraid is you
start to get to this level and it’s starting to become more and more
acceptable behavior for other kids who may not be acting but all of a sudden
well you know they go with the with the group and Dean I think we have to we
have to have an alternative and we have to get it ready as soon as possible for
this next school year be able to pull kids into an environment in which they
are getting the support that they need to be successful and I I think any other
plan any plan that doesn’t rise to that is not going to change this because not
only have we seen the an increase you haven’t seen the same increase in the
number of students you’ve seen an 18 percent increase in the number of
students at 32 percent which means you’re having more and more among that
and so that means those interventions are not on average working and I really
think we have to get kids in an environment in which they’re going to
succeed and in the meantime they are not pulling more children into this and
they’re not disrupting the classrooms and I think this is a crisis situation
that either we are going to take the tough steps
and yet they may not please everyone but we can’t continue to have this this is
this is a learning environment for all of our students
it’s the reputation of our district and it’s and it’s pulling away not only
resources but it’s pulling away valuable learning time and I don’t know if the if
this if these statistics because they are instance they’re they’re actually
things that are happening if they don’t get our attention now I don’t know what
we’re what we’re waiting for okay just I have about four points but
I’d like to address Mary and Dean’s first I understand what you’re saying
and we have a crisis here’s two small problems with this alternative one
change replacement at any IEP within ten days
change of play it costs ten days placement constitutes the change the
placement and a requirement for a new IEP that means that every single student
that you placed there with at IEP must have it reevaluated that’s federal law
number two on it very simply we’re increasing security we’re increasing
security guards are we creasing special ed assistance are we crease across
categorical teachers are we increasing people who actually behavior people who
understand it I understand outta sight is out of mind but I need to be
reasonable on it as for what I’m asking the board can we have a list of the
interventions that were working on because I think that would be helpful
the thing I’m hearing most from parents on a separate note is called when the
teacher calls for support no it answers that is a huge problem that can be
addressed of what’s going on and why can’t someone answer the phone that I
can understand that makes sense the alternatives the discipline I have an
issue on namely because it’s a start and it’s a good start but here’s my problem
behavior isn’t supposed to drive out a PSI aps are supposed to help to modify
behavior and I’m afraid if you do it backwards you’re going to end up
expelling or kids and having worse behavioral
problems my other comment on the entire lunch they could using lunch and prep
period I have teachers who are eating attended the morning because they have
lunch duty they have after school duty that they have bus duty the proper big
is we have a lot of overworked teachers and they can’t keep up but I’m not sure
that’s necessarily the best solution I’m not denying there’s a problem I’m not
denying that we don’t need positive solutions to that problem but these are
just quick fixes you think they can be microphone one of my questions is about
a future communication strategy because I’m sort of noticing a mismatch between
the narratives that I hear from the schools and then what this data suggests
because there’s increases in most of the metrics here but then the narratives
that I hear from literally every teacher that I’ve talked to at school says that
they are discouraged from some suspensions and more severe disciplinary
actions so I’m just sort of confused on how both of those because it’s not like
either the anok I mean it’s I feel like it’s beyond anecdotal evidence because I
hear it from so many other sources and I hear you guys talking about it too so I
wonder like is somebody wrong or like where you know I’m just I don’t quite
understand where this is coming from because I feel like you know TJ I
totally agree with you my dad tells me what gets measured is what gets done and
so this seems like with the messaging of decreased suspensions is being
misinterpreted and that teachers say that they
feel disempowered to do something about situations where they even feel unsafe
because they’re being threatened by students or cussed out or all these
terrible things so I’m just wondering thank you know beyond these specific
interventions is there like a communication strategy where it feels
like the mission is not matching up between the reality other schools cuz
you want to comment on that guys very good point yeah anyone want to comment
on that because it’s exactly right Spence isn’t going up and we’re hearing
it they’ve been discouraged so can’t have it both ways sure I guess I would
just say I think that is part of the conversation in the culture and climate
strategies is in our culture and climate business is in what way are we
supporting our school teams to present data to their staff both district-wide
well I guess it would be district-wide school-wide and then individually for
self-reflection I would just add that one of the things that we looked at
pretty closely laura is this concept called in the research failure to warn
and it’s about us how important it is to sweat the small stuff so when a kid
mouths off in class or you know just does things that are inappropriate in
the classroom I think what teachers will say that yeah they can verbally warn but
when they don’t have the suspension to give out but another way to say if
you’re not allowed to cuss in class and if you do this again this is going to
happen do you are you following me that um like
the the small thing is go kind of unattended and then before we know it
it’s escalated into something bad so it in some respects as much as the data is
confusing it also makes sense to me right that that we’ve got this issue of
students being able to kind of get away with some of the small things and then
all of a sudden they escalate into things that are result in suspend a ball
behaviors so I mean they’re kind of a couple different levels that we need to
be working at how do we and I hear everyone on the bigger behaviors right
the students who desperately need our intervention and and which might mean
working with them in an alternative setting even for a short period of time
to ready them for the general and comprehensive high school environment
but we also have to figure out how to address the smaller behaviors which gets
back to this idea of you know just high quality well staffed in school spaces
where we don’t write and let them sit with their hoods pulled up looking at
their cell phones but right where we’re really engaging them I’m preparing to go
back into the classroom the next period two periods later right there’s kind of
a missing support I think of both tiers that we can get over after quickly I
don’t think that is you know takes months and months of planning in advance
so I think maybe okay we’re not gonna do another
go-around here so if there’s something quick that’s what men want to say
something quickly TJ’s first possible oh there’s so much here and I wasn’t
betting on being quick so now I got it and now I gotta say fast I think that a
lot of this Paragon to what Jen was talking about and others were talking
about is this notion of progressivity and whether it’s whether there you know
there needs to be a 2.5 I think that you know that we all have a reluctance to
have accepted to exclude kids from learning environments or to put them in
alternative mark learning environments but the responses the interventions the
supports that the repeated twos aren’t getting us there and so I don’t know
what that looks like but i but i but i think that the program is sympathy is
central um Dean talked about adding security guards I think that if I had to
you know out the implementation strategies the other one that I think in
pointed to bullet point number five the implementation strategies I think number
seven is also very important in defining roles and I think you know I’m not real
high on that anymore security personnel but one of the things is we have people
who should be doing direct service work with students carrying the
walkie-talkies and that’s not a good use of their professional skills it’s not a
good use of their time and and you know if we had to prioritize in terms of
everything in terms of roles particularly direct services with
students you know not meetings not data deep dives direct services to students
and that also means that someone else is going to have to carry the walkie-talkie
at times because that’s you know my social worker shouldn’t be pulling a kid
out of class to have a three-minute conversation look in the hallway they
should be half the time to tip have the hour with them every day kind of thing
and that’s not happening last thing is that yeah you know what i’ma leave it at
that because Dave said be quick appreciate okay um I was actually just
gonna try to summarize for May so I’m hearing energy around two and I was one comment no no executive
super simple right two things for me one is around policy changes we need to make
going into next school year those four things and then I think I added two more
and one of them was the small stuff right is computer and then resourcing so
again resourcing that we can do literally now – in the next school year
and in I would love that to be as concrete as humanly possible you know XS
ei is X walkie-talkie holders whatever I mean pretty tactical not the three year
interventions yeah we think we need to have that conversation but at least for
my perspective those were the two summaries that I was going to try to
make so sorry sure I just I agree with TJ now I forgot what it said yeah I mean
this is such a huge problem I see it all the time we cannot have like our student
services staff putting all the weight of doing I mean that that’s pulling them
away from what their job is which is really a lot of times working on
behavior and all these things which is just like feeding this cycle I just want
to say here a lot of talk here about these interventions are not working
I really don’t necessarily believe that we’re implementing interventions and so
until you can bring forward some hard data saying these kids are getting
interventions I will say I don’t think they necessarily are getting
interventions so we can that’s my assumption I’m happy to have it tested
now last thing I would say and I know other folks feel this frustration too
but just one frustration I have around the behavior education plan is that when
I look at this slide I feel like this should have been stuff that we had in
place prior to implementing the behavior education plan and so to come back three
years it’s just it’s difficult because this is
really the foundational stuff that should have been there and you know I I
do believe in the behavior education plan I believe moving us away towards
punishments to restorative stuff but I think we got a lot of ground to cover
here but yeah thank you and literally I’d like to turn it over to you to talk
about next steps and if we have more meetings and time scheduled on the
calendar to circle back around with some of the safety conversation and some or
the BP conversation but I just want to comment before I turn it over to you on
the alternative setting yeah my support for the alternative setting is really
going to depend on you know how well it can we what can we guarantee upfront
because and I think I’ve heard this from the board and I want to definitely make
this point myself is that you know the alternative said it can’t be a Thor way
we’re not and and so we were already hearing that maybe there’s not enough
interventions or the proper and adventures or enough supports if we have
an alternative set and it’s really got to be staffed up we really have to have
a high probability of success because I know we’re hearing it from parents now
and I understand where parents are coming from more than half the boarder
parents here so I want to make sure to make that point that we’re not just
sitting around this table talking we’re parents too and in fact I doubt if
anyone in this room has been in a district over twenty five years like I
am so I have kids I’ve been in the district with kids over 25 years so I
want my kids when I sit in the school to be getting educated and not having
classroom discussion the disruptions but at the same time when we talk about
pulling kids out and we want to give them what they need an alternative
setting and my support for that alternative said in whatever it’s going
to look like it’s going to really depend on a very high probability of success
and somehow what that’s going to look like and how you’re going to prove that
up front it’s going as an administrative issue
but we have to know that there’s got to be some success here that these kids can
have a high chance of getting back incorporated into the classroom and I
think that’s what we’re asking for if we ever if we go down that road it’s not
just you know we’re gonna pull these kids out so it’s got to have a high
degree I probably a success so because we know that you know a lot of the
issues we’ve encountered over the years have been implementation issues we start
out with the right ideas but we come back somehow things don’t get
implemented quite well so we hear a lot of complaints about the BEP from parents
and beep he’s not working but when you really look at it’s not the bpdus
network is some aspects of implementation of beauty and so I want
to say that because I think the board sometimes get a bad rap around some of
the policies and somebody’s got to stand up for the board on the case I think
it’s part of my job and that the board it doesn’t get a bad rap I read these
emails and we say well the BP isn’t working what’s really not to be feed us
Network sometimes it’s how we make to be if you work and so so I want to say that
because I think sometimes the board don’t get defended we get a lot of flat
and so I want to stand up and say that for the board at this point so I’m going
to turn it back over to you and for you to talk about the next steps and what do
you see needs to happen James I got to tell you I want to just encourage us not
to blame one another I don’t think it’s just implementation and I don’t think
it’s just policy I think all of us own the success of our work around culture
and climate yeah I mean there’s a lot that we’ve implemented extraordinarily
well over the last five years in this particular piece of work has been a
mighty struggle for all of us including the fact that we didn’t have a full year
of planning time to prepare that the implementation of the BEP in fact I
think we had about three months over the summer time so don’t know let’s not get
started into the blame game and take it that way with you but yeah
no blame here I’m just mad because for the people who are working their tails
on use your implementation andrey single day including the people who work in our
schools believed equally in the heart and soul right of why we entered into
this hard work in the first place which is ultimately about positive cultural
climate and saving kids so let me try to summarize where I think we’re at if you
could go to the targeted slide I don’t know if this was drawn out quite enough
but I want to make sure that you know that there are some things that we’re
going after are immediately especially at the high school level which is to
Quinn’s earlier point where we’ve been experiencing the most difficult
challenges the first of which is about the 8th to 9th grade transition we need
to make sure that we better know the incoming 9th grader so that we don’t
find ourselves in reactive mode at the high school level so there’s just you
know this is about preparation for next year this work that we launched around
opportunity here that ricardo hara has been leading and so many of you have
been helping us with remember that work was born out of a recognition that there
is a small group of students enough actually that’s small who are who just
are not that we’re not doing a good job meeting their individual needs and so i
just want to be clear that this idea of creating alternative options wasn’t born
out of this data set right this work has been going on for months now ricardo i
think has a phenomenal plan which included from the beginning this idea of
piloting some things in second semester so that we can actually get going on
this right stop just examining the problem
but making life better for children who just desperately need it
my proposal on this is that we’re going to use the likely use of March regular
board meeting superintendent’s presentation to give you an update and
what exactly we’re going to be piloting specifically to support the LaFollette
community but I don’t think exclusively just LaFollette so that plan is coming
together as we speak and we know we need your support and making it happen and
happen quickly so more to come on that as a reminder we do have a budget line
in our 2:25 budget that was set aside for innovation we told you and I think
our first meeting on the opportunity youth project that we were going to
wanted to utilize some of that budget this year to get these pilots off the
ground so just reminding you that that has been the plan and we want to
continue to execute on that plan never been about a dumping ground always been
about doing what’s right for kids and then there are some things that we want
to shore up just around making sure that the students who might not enter into
that program but who needs stronger support around safety while they’re
still in the comprehensive high school we’re going to shore up making sure that
any student who requires a safety plan at that plan is strong and there we’re
monitoring it really closely so I just wanted to lift up some of those
immediate next steps because I think they’re really important last thing I’ll
say on this is I just want to recognize that that race is still at the center of
this conversation we didn’t talk about it a lot tonight and I just need to to
name name that even the issue that I talked about earlier on failure to warn
I think we are sometimes struggling to warn kids of color and
so it’s not just about finding punishments to dole out or you know kind
of threats to hold over young people’s heads but understanding that sometimes
we don’t warn kids of color because we ourselves are afraid of may be appearing
racist appearing like we’re picking on kids of color and the one again things
are allowed to just sort of get by or continue students are receiving a
message that we don’t actually hold them to high expectations love and care about
them so just needed to take knowledge this is not about trying to get black
and brown kids who have been struggling out of our out of you but but working
with great urgency to meet their needs starting yesterday so I appreciate the
time James we’re on it Quinn Leah and John I want to thank you for your
efforts as well the board thank you to not just Jim the board thanks you also
appreciate the work you guys are doing and this is a tough subject so I’m sure
you came here expecting to have some tough questions so uh so I can’t
appreciate do the work that you all don’t appreciate your comments I agree
with you I think that we were very hesitant most time to bring up through
the race questions and to deal with it directly yeah and uh but we will be as
soon as we move forward for sure sure hey I’ll entertain a motion to adjourn
so moved all right we’re adjourned

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