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-Training/guidelines for staff in providing constructive feedback to each other
-SEL curriculum for general student population (with student input) to address special education student concerns about bullying from general education students
-Mentorship program to pair special education students with general education teachers to promote students sense of belonging within the school program

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(1) Assess universal systems in place, identify Tier 1 equity, and make an action plan to address school climate needs

(2) Plan and deliver staff training on special education needs, policies, and practices; behavioral principles and function-matched interventions

(3) Plan and deliver staff training and coaching on inclusive practices, including prevention, proactive behavior management, de-escalation/responding to behaviors of concern

(4) Identify opportunities for student voice and leadership in the school; follow through with inclusion on committees or formation on committees

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Immediately, Mr. Paulson should partner with the Andre and Carson about how staff can support them in the school. Administration should be involved in problem-solving and engaging in some of these long-term solutions.

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1.) Clarify expectations for students and teachers.
2.) Establish support for Andre and Carson and identify other students who are demonstrating frequent challenging behavior to provide support.
3.) More individualized training and support for teachers.
4.) Identify most pressing needs from steps 5 & 6.

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-Informal conversation between Mr. Paulson and Mr. Rhett about feedback from Andre & Carlos (with student permission)- team meeting conversation?
-Mr. Paulson should respond to students in the moment without minimizing or belitting their experiences. He should reinforce their ability to share with him.

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1.) Behavior management training for teacher. Using different strategies other than suspension.
2.) Provide more strategic support for students across the school who are receiving the most ODRs.
3.) Administration identify non-punitive disciplinary practices.
4.) A behavioral response flowchart should be established
5.) SEL training for all students.

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Right now with Andre & Carson:

(1) Thank them for sharing their concerns
(2) Solicit their feedback regarding specific changes to make
(3) Ask for assent to share comments with other staff
(4) Inform students with whom he will share comments/what will happen next

Following up on conversation with Andre & Carson (same day):
(1) Share concerns with Mr. Rhett & other staff (including admin)
(2) Identify other immediate actions to be taken to support the students this week

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Staff may benefit from in training in special education and the relationship between behavior and disabilities. There should be more communication about services in the IEPs so all staff can support students. Staff would also benefit from some training in behavior basics and strategies to build relationships with students. Parent engagement could be very helpful in supporting students in school. More opportunities for student voice, such as climate surveys, interest surveys, and acknowledgement committee of students.

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(1) Inclusionary practices are the norm throughout the school

(2) Staff are oriented to helping students--all students, especially those presenting with more intensive needs

(3) All peers engage in a prosocial manner and maintain a positive, inclusive social climate

(4) Administrators are serving as instructional leaders who (a) communicate the purposes and goals of their policies and procedures (e.g., ODR utilization) to solicit staff buy-in and (b) generally train and support staff in serving as the inclusive, positive, supportive staff they can be

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1.) Mr. Paulson could serve as a mentor or teacher coach to support other teachers.
2.) Provide Mr. Rhett with resources and techniques to handle behavior challenges
3.) Identifying specific motivators for Andre and Carson.
4.) Administration can clarify the purpose of ODRs
5.) Set up a check-in time between Mr. Paulson and both Andre and Carson to support them
6.) Reviewing expectations in all teachers' classrooms (specifically Mr. Rhett's) and ensuring there is a consistent response to behavior from all students.

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Mr. Paulson can continue to have open and meaningful discussions with these students and other students in the school. He can share the student input with the administration and Mr. Rhett to engage in problem-solving with their permission.

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Environment where students feel welcome and included regardless of classroom, where staff feel equipped to manage student behavior, and where caregivers feel their children are safe and they have a voice.

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1.) Teachers have a greater trust with administration and students have greater trust with teachers. (i.e., improved school climate)
2.) Teachers would utilize empathy and de-escalation techniques more frequently than punishment techniques
3.) Generally, improving teachers skillsets and perspectives on challenging behaviors and students in the classroom and establishing realistic expectations for desired behaviors.
4.) More consistent response to student behavior.

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CHALLENGES
(1) Undoing harm of Carson's and Andre's social exclusion and discrimination
(2) Staff perceptions and skill deficits related to proactive & non-exclusionary behavior management
(3) Student perceptions of and behaviors toward Andre & Carson
(4) Lack of staff intervention to address negative peer behaviors (bullying?)

OPPORTUNITIES
(1) Potential interest in staff training in proactive behavior management
(2) Admin pay attention to ODRs (how? why? who knows...but at least they care)
(3) Students expressing concerns to staff (isolated to A, C, & Mr. Paulson?)
(4) Mr. Paulson is emotionally/relationally/socially available to hear students
(5) Mr. Paulson may be primed (??) to offer support to peer colleagues

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Challenges:
-Misunderstanding of how to use acknowledgements & correct consequences (staff perception of suspension & admin perspective of reward system fixing everything)
-Missed opportunity for staff to see students as individuals
-Buy-in from staff
-Relational deficits between students and peers/teachers

Opportunities:
-Re-frame or educate about behavior
-Opportunity to address school culture or climate
-Data-based decision-making
-More positive interactions between special education students and their peers and (assumed) gen ed teachers
-Teaching a trauma-informed lens to staff and students

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All students would feel safe and treated with respect by peers and staff. Staff would feel supported by peers and administration and get the appropriate training and supports to address student concerns.

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Challenges
1.) Teachers may feel that reaching out to administration is punishing. Asking for support is treated as a "gotcha".
2.) Teachers are unsure how to handle behaviors in the classroom.
3.) The students lack trust with the adults in the school building.
4.) The rewards are not motivating for the students.

Opportunities
1.) Mr. Paulson could serve as a coach to support other teachers with behavior management
2.) Mr. Rhett could involve Andre and Carson in identifying motivators.
3.) Implement restorative practices with other students in the classroom to build empathy for students receiving special education services.
4.) Administration can build relationships
and trust with teacher by clarifying what responses to behavior should look like. Administration should follow up with more intense behavior management resources.
5.) Administration can assess and better understand the school climate to improve it.

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Challenges - the assumption that the reward system is not working. We don't know how long it has been in place or what they have tried. School culture and climate are a problem and morale is low from staff and students.
Opportunity - value of student voice. Students can share their perspective and ideas. Some staff have good relationships with students and want to help students and peers.

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MR. PAULSON: Has experienced success in previously intervening with students; is dedicated to helping these students; emerging awareness of peers' problematic perspectives

MR. RHETT/MOST OTHER STAFF: Focused on responding (rather than preventing) to behaviors of concern and exclusion as a go-to intervention; Lack of training/underdeveloped skillset in responding to behaviors of concern; Self-protection in terms of avoiding ODRs to staff of admin's radar; Priority of "protecting" other students' learning time

CARSON & ANDRE: Disconnected from school; Hostile school environment; Staff are unsupportive; Do not identify as members of the school and are not bought into following established social contract/school norms; Limited support for them developing a positive social identity in school

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-Mr. Paulson: Use data to try to support students, doesn't view students negatively but recognizes needs, recognizes the need to build rapport/relationships, recognizes needs for buy-in within the behavioral system for students to be successful

-Mr. Rhett (& colleagues): May see the behavioral system as only being successful for some people, suspension or nothing!

-Administration: Reward system (without referrals) will fix everything

-Andre & Carson: Rewards don't balance unfair/poor treatment

-School community: Reward system isn't going to address the larger school concern about addressing discipline referrals- this is just one component- community wants to feel more supported

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Mr. Rhett is trying to solve problems quickly and easily through reactive management. Mr. Paulson is using relationship building and proactive approaches. He also seems unsure of his role to support these students in other classes. The students are feeling like they don't belong or valued in the school. School as a whole does not appear to have a good system of how to handle problem behaviors - unsure of admin role.

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1.) Mr. Rhett - students need to be disciplined to stop instruction loss for other students.
2.) Mr. Paulson - takes more of an empathetic perspective and decides to check in with students.
3.) Administration - behavior management and response to challenging behaviors are issues that have to be addressed.
4.) Other teaching staff in the building - frustrated by behavior concerns and potentially feel unsupported by administration with regard to support for behavior management
5.) Andre & Carson - Aware of their behavior, but feel disconnected from other students and the school as a whole.

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(1) Student (Carson & Andre) perceptions of differential peer AND staff treatment of them based on their special education status

(2) Staff (Mr. Paulson) perceptions of colleague implicit bias regarding students with special education needs and externalizing behaviors

(3) Staffwide hesitance to submit office discipline referrals/exclude students--not because of potential student outcomes but because of potential repercussions from admin

(4) Staff (Mr. Rhett) perceptions of exclusionary/punitive discipline as the sole option for intervention; preoccupation with behaviors' impact on other students as opposed to behavioral support needs demonstrated

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-Bias within the school program about students with special education needs being most likely to exhibit problem behaviors
-Staff fear a bias against themselves (on the part of administration) if they are reporting problem behaviors
-Bias on the part of the regular education students about the special education students and their behavior
-Bias/over-generalization on the part of Carlos & Andre about the school system/other students "hating" them
-Bias on the part of some staff members about the acknowledgement system not working with students with significant behavior issues

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Mr. Rhett's belief that suspension and punishment is the only way to address behavior problems. Teachers also are worried that student behavioral concerns and getting admin support is reflective of them as teachers. Teasing is acceptable for some students and not others. Underlying belief that these particular students are "bad".

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1.) Some students need to be suspended
2.) Other students are teasing one another, but these two students specifically take it too far. How constitutes, too far?
3.) Mr. Rhett is hesitant to send students to the office. He potentially doesn't want to be identified as "that teacher"
4.) The students have a reputation amongst the teachers to misbehave.

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Department Meeting PLC Discussion 2021.08.12