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Some ways that parents and community can help are...

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Some ways that parents and community can help are...

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Share expectations from home;

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- Share data with family and give them opportunities to respond and ask questions.
-Question: does the data reflect any of the frustrations from the children (like stress)? Is that a factor in the data?

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Parent needs to feel okay to have an advocate that they trust to attend the meeting with them; Community advocates called out more

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A lack of understanding of other communities and differences is cultural norms

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I like how clear it is and what behavioral characteristics should look like; it should be very consistent from classroom to classroom

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-Question: curios to know what has happened to students who did not return to school after the pandemic and has that affected the data as well?
-How has the absence of SRO's impacted the most recent data?
- a greater culture of punishment and racial bias.

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I like the transition from punitive consequences to learning and improving behavior and social skills.

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It feels like we are making progress; It calls out prevention and intervention so it is not reactionary

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Was student voice involved in creating it?

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-It's a great start and it's trying to address the issue at the systematic level.
- Appreciate the emphasis on restoration

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How will the professional development be implemented to include students, staff, parents and community members?

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How will you hold people accountable?

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i wonder how will we insure the involvement of students and parents more.

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How can our current systems support this?
The logistics will be a challenge. We have several initiatives so how do we have time to balance them all?

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What if the different cultural values conflict with each other?

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What if the different cultural values conflict with each other?

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How will we measure fidelity to a common understanding of the philosophy statement?

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How will we measure fidelity to a common understanding of the philosophy statement?

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Addressing why we need a philosophy statement

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Addressing why we need a philosophy statement

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It is important to recognize why we need the philosophy statement. It could be beneficial to explicitly identify racial implicit bias and the harm of a punitive system as the reason why we need to commit to a new philosophy statement.

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Individuals may take away different things or assign different values or implications to the philosophy statement. How do we help each individual from where they are in their understanding?

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Individuals may take away different things or assign different values or implications to the philosophy statement. How do we help each individual from where they are in their understanding?

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Speaking from the lens of a Primary teacher: I think that many people will easily agree with the philosophy as presented, while for others it might take a shift in mindset. However, for both groups of people, I think the greatest challenge will be in logistics and resources. Specifically, I am thinking about the resource of time. While there are many things teachers can do in terms of preventing, pre-teaching, and avoiding misbehavior, once a behavior does occur, and the expectation is that the relationship and partnership needs to shift from behavior specialist/admin to the teacher, WHEN does that happen? During class time when that teacher is expected to be engaging the entire class in learning? (There is no down-time, ours days are packed). I agree that the person best equipped to work through a challenging behavior with a student is the teacher (as both parties will undoubtedly learn something from the conversation), but where/when can this happen? When do teachers have uninterrupted time with a student to process, agree on a solution and/or make a plan. How can we ensure we are creating a system that supports both students and teachers in this?

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Create Peer to Peer mentoring/coaching, have peer to peer "groups" "get togethers" "coffee" etc.

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What kind of training can we provide for parents and can parents and students collaborate in choosing/developing training or tell us what they need?

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And District needs to Acknowledge and USE parents strengths and wisdom and "funds" of knowledge.

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Reteach the behaviors you want in real-time see what you want your classroom. Sharing best practices for the severe behaviors and what/how we need to respond.

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Come to agreement of what behavior is and is not (as opposed to Good and Bad), and what is developmentally appropriate with challenging children and teens.

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Bill of Rights for Behaviorally Challenging Kids

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One thing I have noticed is that "cultural differences" can be code for "that culture doesn't teach their children ..a..b..c."
What all of us must move beyond is the thinking that OUR own understanding of Right and Wrong is not the ONLY understanding, and in addition, MANY adults' definition of Right vs Wrong is actually Annoying vs Not Annoying. Surprisingly MANY individual classroom rules are based on this false premise, and another big problem is that each classroom has a different set of rules according to the comfort of the adult.

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It is critical that each staff member, teacher, hall monitor, security specialist, counselor, administrator, secretary, not make up their own rules. Adults make rules for their own comfort sometimes. This includes any rules that are very frustrating to children and provoke them.